IELTS
For Bands
6.5
and above
Diana Hopkins
Pauline Cullen
Cambridge University Press
www.cambridge.org/elt
Cambridge Assessment English
www.cambridgeenglish.org
Information on this title: www.cambridge.org/9781108901062
© Cambridge University Press and UCLES 2021
This publication is in copyright. Subject to statutory exception
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First published 2021
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6
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Acknowledgements
The author and publishers are grateful to the following reviewers for their valuable insights and suggestions:
Guy Brook-Hart, Mike Gutteridge, Vanessa Jakeman, Barbara Thomas, Judith Wilson and Bruce Williams
The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions
granted. While every effort has been made, it has not always been possible to identify the sources of all the material used,
or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate
acknowledgements on reprinting and in the next update to the digital edition, as applicable.
Key: U = Unit.
Text
U2: New Scientist for the adapted article ‘Good vibrations help jumping spiders to hunt’ by Peter Aldous, 24 February 1996.
Copyright © 1996 New Scientist Ltd. All rights reserved. Distributed by Tribune Content Agency. Reproduced with permission.
U8: ESA for adapted listening text ‘World’s Largest Switchboard for Climate Monitoring’, 26.02.2001. Copyright © 2002
ESA. Reproduced with kind permission; U10: Wcities for the adapted text from Cityseeker.com. Copyright © Wcities, Inc.
Reproduced with kind permission; U12: Professor Rajendra Persaud for the text ‘Practical Intelligence Lends a Hand’ taken
from www.caribvoice.org. Reproduced with kind permission of Professor Rajendra Persaud. U16: Professor John Maule
for the adapted article ‘How Consumers Decide’ from www.faradaypackaging.com. Reproduced with kind permission of
Professor John Maule. U18: Bristol Magazines Ltd for the adapted article ‘We are family’ by Philip Dalton from BBC Wildlife
Magazine, November 2004; U20: Control Publishing for the adapted text from ‘Robotic Approach to Crop Breeding’ by Jennifer
Manyweathers, Australasian Science Magazine, March 2006, pp. 22–23. Copyright © 2005 Control Publishing. Reproduced
with permission. U23: Scientific American Inc., for article adapted from ‘Experience Versus Speed’ by Marion Sonnenmoser,
Scientific American Mind, Volume 16, Number 2, 2005, Copyright © 2005 by Scientific American Inc, All rights reserved.
Reproduced with permission.
Photography
The following images are sourced from Getty Images.
U2: Atlantide Phototravel/Corbis Documentary; CostinT/E+; minheepark90/iStock/Getty Images Plus; Olganogti5/iStock/Getty
Images Plus; helen89/iStock/Getty Images Plus; Corvalol/iStock/Getty Images Plus; Heritage Images/Hulton Archive; scanrail/
iStock/Getty Images Plus; Thien Woei Jiing/iStock/Getty Images Plus; U4: FierceAbin/iStock/Getty Images Plus; Cylonphoto/
iStock Editorial; U5: Thomas Northcut/Photodisc; Maria Avvakumova/iStock Editorial; lfreytag/iStock/Getty Images Plus;
izusek/E+; glcheng/RooM; U8: proxyminder/iStock/Getty Images Plus; U10: TinasDreamworld/iStock/Getty Images Plus;
prmustafa/E+; Kishor Krishnamoorthi/Moment; U11: hedgehog94/iStock/Getty Images Plus; U12: Manfred Gottschalk/The
Image Bank Unreleased; Warren Williams/The Image Bank/Getty Images Plus; U16: Roy JAMES Shakespeare/DigitalVision;
U17: spooh/E+; carlosalvarez/E+; Merlas/iStock/Getty Images Plus; Pakorn Kumruen/EyeEm; U18: leungchopan/iStock/Getty
Images Plus; U19: Peeradon Payakpan/EyeEm; U21: elxeneize/iStock/Getty Images Plus; U24: View Stock; SolStock/E+.
Illustration
Kamae Design, Oxford.
Audio
Audio production by Dan Strauss.
Typesetting
Typeset by QBS Learning.
iii
Contents
Introduction
Entry test
vii
ix
1 Present tenses
1
6
present simple; present continuous; state verbs
Test practice: Listening Part 1
2 Past tenses 1
past simple; past continuous; used to; would
Test practice: Academic Reading
8
14
3 Present perfect
18
25
present perfect simple; present perfect continuous
Test practice: General Training Writing Task 1
4 Past tenses 2
27
34
past perfect simple; past perfect continuous
Test practice: Academic Reading
5 Future 1
plans, intentions and predictions: present continuous; going to; will
Test practice: General Training Reading Part 2
38
44
6 Future 2
present simple; be about to; future continuous; future perfect
Test practice: Academic Writing Task 2
46
52
7 Countable and uncountable nouns
countable and uncountable nouns; quantity expressions (many, much, a lot of, some, any, a few, few, no)
Test practice: Speaking
53
58
8 Referring to nouns
articles; other determiners (demonstratives, possessives, inclusives: each, every, both, all etc.)
Test practice: Listening Part 4
60
67
9 Pronouns and referencing
personal, possessive and reflexive pronouns; avoiding repetition
Test practice: Academic Writing Task 2
69
75
10 Adjectives and adverbs
describing things; adding information about manner, place, time, frequency and intensity
Test practice: General Training Reading
iv
76
83
11 Comparing things
comparative and superlative adjectives and adverbs; other ways of comparing
Test practice: Academic Writing Task 1
86
93
12 The noun phrase
noun + prepositional phrase; noun + participle clause; noun + to-infinitive clause
Test practice: Academic Reading
94
99
13 Modals 1
103
109
ability; possibility; alternatives to modals
Test practice: Listening Part 4
14 Modals 2
obligation and necessity; suggestions and advice; adverbs
Test practice: General Training Reading Part 2
111
117
15 Reported speech
tense changes; time references; reporting questions; reporting verbs
Test practice: Listening Part 3
120
128
16 Verb + verb patterns
verb + to-infinitive; verb + -ing; verb + preposition + -ing; verb + infinitive without to
Test practice: Academic Reading
130
137
17 Likelihood based on conditions 1
zero, first and second conditionals; other ways to introduce a condition
Test practice: Academic Reading
141
147
18 Likelihood based on conditions 2
third conditional; mixed conditionals; wishes and regrets; should(n’t) have
Test practice: Academic Reading
151
157
19 Prepositions
prepositions after verbs, adjectives and nouns; prepositional phrases
Test practice: Listening Part 2
161
168
20 Relative clauses
relative pronouns; defining and non-defining relative clauses; prepositions
Test practice: Academic Reading
v
170
177
21 Ways of organising texts
subject choice; introductory it; ellipsis; organising information; it- and what-clauses
Test practice: Academic Writing Task 2
181
187
22 The passive
the passive; reporting with passive verbs; have something done; need + -ing
Test practice: Academic Writing Task 1
188
194
23 Linking ideas
conjunctions, adverbials and prepositions; linking expressions
Test practice: Academic Reading
195
203
24 Showing your position in a text
207
212
pronouns; adverbs; verbs; adjectives
Test practice: Academic Writing Task 2
25 Nominalisation in written English
forming nouns from other parts of speech (verbs, adjectives and linking words)
Test practice: Academic Writing Task 1
213
219
Key
220
Recording scripts
237
Appendix 1: Irregular verbs
253
Appendix 2: Phrasal verbs
254
Tracklist
255
vi
Introduction
To the student
D: Test practice Each unit has a test task.
These help you practise the different parts of
the test. The test task is followed by a Grammar
focus task, which gives you extra practice in the
grammar from the unit.
Who is this book for?
This book is for anyone preparing for IELTS.
Although the IELTS test does not include
a specific grammar module, it is important
to be able to recognise and use grammar
appropriately. This book covers the grammar
you will need to be successful in the test. You
can use it to support an IELTS coursebook,
with a general English language course for extra
grammar practice, or with practice tests as part
of a revision programme. You can use it in class
or for self-study.
The Key
The Key contains:
n answers for all the exercises. Check your
answers at the end of each exercise. The Key
tells you which part of the Grammar section
you need to look at again if you have any
problems.
n sample answers for exercises where you use
your own ideas to help you check your work.
n test tips for each exercise type in the Test
practice section.
n sample answers for all the writing tasks in
the Test practice section. Read these after
you have written your own answer. Study
the language used and the way the ideas are
organised.
How do I use this book?
There are two ways to use this book. You can
either start at Unit 1 and work through to the
end of the book, or you can do the Entry test on
page ix to find out which units you need most
practice in and begin with those.
What is in this book?
This book contains 25 units. Each unit is in
four parts:
Recording scripts
There are recording scripts for the Context
listenings in each unit and for the Test practice
listening tasks. Do not look at the script until
after you have answered the questions. It is a
good idea to listen to the recording again while
you read the script.
A: Context listening This introduces the
grammar of the unit in a context that is
relevant to the IELTS test. This will help you to
understand the grammar more easily when you
study section B. It also gives you useful listening
practice. Listen to the recording and answer the
questions. Then check your answers in the Key
before you read the Grammar section.
The Entry test
You can do this test before using the book to
help you choose what to study. Answer the
questions and then check your answers in the
Key. The Key tells you which units are most
important for you.
B: Grammar Read through this section
before you do the grammar exercises. For each
grammar point there are explanations with
examples. You can refer back to this section
when you are doing the exercises.
C: Grammar exercises Write your answers to
each exercise and then check them in the Key.
vii
To the teacher
C: Grammar exercises This section can be
done in class or set as homework. Students can
be encouraged to check their own work and
discuss any difficulties they encounter.
This book offers concise yet comprehensive
coverage of the grammar necessary in order
to be successful in the IELTS test. It can be
used for self-study or with a class. It will be
particularly useful for a class where all the
students are preparing for IELTS. It will also be
useful for revision, and for candidates in classes
where some students are not entered for the
test, as sections A, B and C are designed to be
useful for all students.
D: Test practice This section can be used
to familiarise students with the test task
types while offering further practice in the
grammar for each unit. Each task is followed
by a Grammar focus task, designed to raise
students’ awareness of a particular language
point covered in that unit. The book contains at
least one task from each part of the Listening,
Academic Reading, General Training Reading,
Academic Writing and General Training
Writing modules.
The Entry test
The Entry test can be used diagnostically as
a means of prioritising the language areas to
be covered, either for a class, or for individual
students.
In classes where there are students who are
not entered for the test, you may prefer to
set Section D tasks as extra work for IELTS
candidates only. However, they offer all
students valuable opportunities to practise the
grammar of the unit and provide an effective
teaching resource for EAP classes.
A: Context listening This section is suitable
for classroom use. Many of the tasks can be
done in pairs or small groups if appropriate.
B: Grammar This section is designed for
private study, but you may wish to discuss those
parts which are particularly relevant to your
students’ needs.
viii
Entry test
You can do this test before using the book to help you choose what to study. Choose the correct
answer, A, B or C, for each question. When you have finished, check your answers on page 220.
The key tells you which units are most important for you.
1 Most university students
campus in their first year.
A lives
B live
C are living
7
on
the experiment three times
now with different results each time!
A We’ve done
B We did
C We’ve been doing
2 From this graph we can see that the
economy
at the moment.
A improves
B improve
C is improving
8 When I arrived, the lecture
didn’t find it easy to follow.
A started
B had started
C had been starting
3 They
personal computers when
my father was a student.
A hadn’t
B didn’t have
C weren’t having
9 She
well at school but that
changed when she became friends with a
different group of girls.
A did
B had done
C had been doing
4 I
want to be a practising doctor
but now I’m more interested in research.
A was used to
B used to
C would
so I
10
the doctor at 2.00 this
afternoon so I can’t go to the lecture.
A I’m seeing
B I see
C I will see
5 The teacher
us how to do the
experiment when the fire bell rang.
A showed
B shown
C was showing
11 My sister
economics and
politics when she goes to university.
A is going to study
B studies
C will study
6 I finished my essay yesterday but
it in to the tutor yet.
A I’ve given
B I haven’t given
C I didn’t give
12 While we’re working on the project our
boss
on a beach in Greece!
A will sit
B will have sat
C will be sitting
ix
25
20 You should visit Bath. It’s
A a historical and interesting
B a historical interesting
C an interesting historical
13 If the trend continues, the average income
by 107% by 2030.
A will increase
B will have increased
C will be increasing
city.
21 The government has released some
data showing how schools are
not providing an adequate education to
our children.
A shocking
B shock
C shocked
14 You can base your geography assignment
on
country – it doesn’t matter
which.
A a
B some
C any
22 You really should go to Namibia. The
scenery is
stunning and the
people are very friendly.
A very
B fairly
C absolutely
15 There aren’t
places left on the
course so you’d better apply soon.
A much
B many
C lots of
16 I don’t know whether to accept the job
offer. It’s
.
A a difficult decision
B the difficult decision
C difficult decision
23 This factory produces some of
cameras in the world.
A best
B the best
C the most best
17 For those of you new to the company, this
leaflet is full of
.
A a valuable information
B the valuable information
C valuable information
24
people live in the countryside
than 100 years ago.
A Less
B Few
C Fewer
18 The manager interviewed
candidates in turn.
A each of the
B each
C every
25 The bookshop
road is excellent.
A at
B on
C in
19 I know it’s not much of a present but I
made it
.
A me
B myself
C by myself
x
the end of the
Present
Entry
Tenses
test
32
26 There were millions of people around the
world
the football match live
on television.
A watched
B watching
C were watching
this newspaper report, more
women smoke than men nowadays.
A Apparently
B According to
C Supposedly
33 My parents encouraged
course.
A me to do
B me doing
C me do
27 Scientists finally
find a cure for
the disease after years of research.
A managed to
B can
C could
this
34 What will you do if
A you don’t get a good IELTS score?
B you didn’t get a good IELTS score?
C you won’t get a good IELTS score?
28 She got a terrible mark in the exam so she
very hard at all.
A mustn’t have worked
B can’t have worked
C didn’t work
35 A recent government report has warned
that
we act immediately to
reduce carbon emissions, there will be
serious consequences for the planet.
A provided that
B in case
C unless
29 What
in order to get a permit
to work in your country?
A do I need to do
B must I do
C ought I do
36 If I didn’t have to work tonight,
A I’d be able to relax now.
B I’m able to relax now.
C I’ll be able to relax now.
30 When you write your essays, you
copy ideas from books without
referencing them properly.
A mustn’t
B don’t have to
C have to
37 I wish that man
tapping his
fingers on the table. It’s really annoying me.
A stopped
B had stopped
C would stop
31 Doctors have
us to cut down
on salt in our diets if we want to reduce
the risk of getting heart disease.
A insisted
B suggested
C advised
38 I’m aiming
A on
B for
C to
xi
a band 7 in IELTS.
25
45 I can’t pick you up from the station on
Wednesday because
on that
day.
A I’m fixing my car
B I’m having my car fixed
C I need my car fixed
39 Do you have any knowledge
how our education system works?
A of
B on
C for
40 The minister
is responsible for
education has just resigned.
A which
B who
C what
41 The University of St Andrews
the oldest university in Scotland.
A which was founded in 1413
B , which was founded in 1413,
C , that was founded in 1413,
46 These drugs are the best medicine
available as a treatment at the moment,
they are expensive,
unfortunately.
A although
B because
C so
is
47 Learning a foreign language is important
because it helps you to understand other
cultures better.
it can be a useful
skill in many areas of work.
A However,
B Despite this,
C In addition,
42 Many children these days do not have a
healthy diet.
is possible that
this is because less healthy foods are
cheaper than healthy ones.
A What
B That
C It
48
I can’t go to the conference as
I’ve got to go to Sydney on business.
A Frankly
B Unfortunately
C Personally
43 The charity is trying to find ways to save
and
the world’s endangered
animal species.
Athe charity is trying to find ways to
protect
B to find ways to protect
C protect
49
I think it’s useful to write an
outline of your essay before you start to
write the first draft.
A Interestingly,
B Definitely,
C Personally,
44 In the past we threw a lot of our kitchen
waste away, but today many items such as
plastic bottles and cardboard
.
A are recycled
B recycle
C need recycling
50 The
of dark red spots is one of
the first signs of the disease.
A appearance
B appearing
C appear
xii
1
Present tenses
present
present simple;
simple; present
present continuous;
continuous; state
state verbs
verbs
A Context listening
1
You are going to hear a woman interviewing a student for a survey about what people do
in their free time. Before you listen, look at the pictures. Which activities do you think the
student does in his free time?
2
• 1a
3
Listen and check if you were right.
Listen again and decide if the following statements are true or false. If a s­ tatement is
1a
false, write the correction.
1 Peter is waiting for his friends.
2 He isn’t studying much this month.
3 His parents own a shop.
4 He practises the guitar most mornings.
5 He frequently uses his phone to stay in touch with friends.
6 His cousin is living in Thailand at the moment.
7 Peter doesn’t support any football teams.
4 Look at your answers to Exercise 3 and answer these questions.
1 Which sentences are about a situation that is permanent or a fact?
2 Which sentences are about everyday habits?
3 Which sentence is about an action happening at the moment of speaking?
4 Which sentences are about a temporary situation?
1
1
B Grammar
1 Present simple
+
–
?
verb/verb + (e)s
do/does not + verb
do/does ... + verb?
He plays tennis.
She doesn’t play tennis.
Do you play tennis?
We use the present simple
u to talk about regular habits or repeated actions:
I get up really early and practise for an hour or so most days.
I use my phone just about every day.
Words that describe how often or when are often used (e.g. always, generally, normally, usually,
often, sometimes, rarely, never, every day, every evening).
u to talk about permanent situations:
My parents own a restaurant.
! We use the present perfect, not the present simple, to say how long something has continued:
I have worked there since I was 15. (not I work there since I was 15 : see Unit 3)
u to talk about facts or generally accepted truths:
Students don’t generally have much money.
If you heat water to 100°C, it boils. (see Unit 17)
The following words are often used: generally, mainly, normally, usually, traditionally.
u to give instructions and directions:
You go down to the traffic lights, then you turn left.
To start the program, first you click on the icon on the desktop.
u to tell stories and talk about films, books and plays:
In the film, the she falls in love with the Prime Minister.
2 Present continuous
+
–
?
am/is/are + verb + -ing
am/is/are not + verb + -ing
am/is/are ... + verb + -ing?
He’s living in Thailand.
I’m not living in Thailand.
Are they living in Thailand?
We use the present continuous
u to talk about temporary situations:
I’m studying really hard for my exams.
My cousin is living in Thailand at the moment. (= he doesn’t normally live there)
Words like at the moment, currently, now, this week/month/year are often used.
u to talk about actions happening at the moment of speaking:
I’m waiting for my friends.
2
Present tenses
u
u
to talk about trends or changing situations:
Social media is making it so much easier for people to stay in touch with each other.
The price of petrol is rising dramatically.
to talk about things that happen more often than expected, often to show envy or to criticise with
words like always, constantly, continually, forever:
My mum’s always saying I don’t help enough! (complaint)
He’s always visiting exciting places! (envy)
3 State verbs
The present continuous is not normally used with state verbs because the meaning of the verb itself
is a general truth rather than something temporary. These verbs specify thoughts, feelings, senses,
possession and description.
Here are some examples of state verbs.
u thoughts: agree, assume, believe, disagree, forget, hope, know, regret, remember, suppose, think,
understand
I assume you’re too busy to play computer games.
u feelings: adore, despise, dislike, enjoy, feel, hate, like, love, mind, prefer, want
Do you mind if I ask you a few questions?
I love music.
u senses: feel, hear, see, smell, taste
This pudding smells delicious.
! To talk about something happening now we use can:
I can smell something burning.
u possession: belong, have, own
My parents own a restaurant.
u description: appear, contain, look, look like, mean, resemble, seem, smell, sound, taste, weigh
You look like your mother. (= a permanent situation, not a temporary one)
Some state verbs can be used in the continuous form when the meaning is temporary. Compare:
What are you thinking about? (now)
I think you should tell her exactly what happened. (my opinion, so not temporary)
!
I’m tasting the sauce to see if it needs any more salt.
The sauce tastes delicious.
She’s having a great time. (is having = is experiencing, not possession)
Students don’t generally have much money. (have = possession)
3
1
C
Grammar exercises
1 Choose the best endings for sentences 1–8.
1 Fiona is watching television
a because her favourite film star is on.
b when she has time.
2 I’m having my lunch
a at one o’clock every day.
b early today as I have an appointment.
3 I do the shopping
a at the same time every week.
b today for a friend who’s ill.
4 What are you doing
a to your sister when she behaves badly?
b to your sister? Leave her alone!
5 I wear casual clothes
a at the weekend.
b because we’re having a party at lunchtime.
6 Teachers work hard
a to get the concert ready for next week.
b but they get long holidays.
7 The company’s financial
situation is improving
a now that it has a new Chief Executive.
b when there is greater demand for its products.
8 Serge is thinking of retiring early
a every time something bad happens at work.
b because he isn’t happy at work any more.
2 Fill in the gaps with the correct form of the verbs in brackets.
( fill in) an application form for a new job.
1 I’m busy right now. I ’m filling in
2 My tutor
(see) me for a tutorial every Monday at two o’clock.
(not/study) very hard at the moment. I
3 John
think) he’ll pass his exams.
4 ‘What
(he/do)?’ ‘He
5 Animals
dioxide.
6 Be quiet! I
7 In my country we
(not/
(try) to fix the television aerial.’
(breathe in) oxygen and
(give out) carbon
(want) to hear the news.
(drive) on the right-hand side of the road.
(travel) round the world this summer, and prob8 My friend Joe’s parents
ably won’t be back for a couple of months.
9 The college
(run) the same course every year.
10 Numbers of wild butterflies
farming methods.
(fall) as a result of changes in
4
Present tenses
3 Fill in the gaps with the verbs in the box in the correct present tense.
agree catch up cause have go up know think use
use
We 1
energy for three main things: electricity production, heating and transport. For the first two, we 2
options such as solar and wind power,
or natural gas. But oil is still the world’s number one source of energy, and for transport
at least, the alternatives are still expensive. In China, domestic energy consumption
3
year by year and demand in similar regions 4
fast. We
5
how to use energy more efficiently now than in the past but the worldwide
rise in demand and the rate of global warming 6
great concern amongst
experts. Some scientists 7
that the climate crisis is so serious that we are already
too late to save the planet. However, most experts 8
that it is essential to increase
the use of renewable energy if we have any chance of reducing the rate of global warming.
4 Look at the following extracts. There are six incorrect verbs. Find and correct them.
Extract A
120
100
80
60
40
20
0
100
80
60
40
20
0
Extract B
No. of
employees
Year
1
Year
2
Year
3
Year
4
Year
5
Employees
leaving
within
5 years
Year
1
Year
2
Year
3
Year
4
Year
5
From the graphs, we are seeing that the number of
employees employed by this firm increases each year
and the number of employees leaving after less than
five years decreases.
1
The sun heats the ground. This is warming the air
nearby and the warm air rises into the sky. As the air
is rising, it becomes cooler and the water vapour inside
it change into droplets of water. These join together to
form a cloud.
can see
4
2
5
3
6
5
1
D Test practice
Listening Part 1
• 1b
Questions 1–10
Complete the table below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
Westwood Sports Centre
Facilities:
Details
Time and Cost
Other comments
Pool
• Big size
• They give weekly
Overlooks the garden
information about the
• They have
1
there
2
times
• Costs vary – for
non-members it’s
3£
for a
day
Gym
Equipment: there’s only
a small number of
• Open from 7:00 for
members
4
• It’s being extended –
work will be finished in
6
• Most people choose
to pay every
5
Yoga
• The maximum class
size is 7
• There are no sessions
on 8
• Unsure about cost
• Call the teacher for
more information:
– Name: 9
– Phone: 10
6
Present tenses
Grammar focus task
Look at the following extracts from the conversation and underline the correct tenses.
Then listen again to check your answer.
1 We always look / We’re always looking for new members.
2 And do you charge / are you charging extra for the pool?
3 I prefer / I am preferring to just do laps.
4 It depends / is depending on your membership.
5 Well, we hope to / we’re hoping to change that very soon.
6 I want / I’m wanting to try and persuade my neighbour to come along with me.
7
2
Past tenses 1
past simple; past continuous; used to; would
A Context listening
1
You will hear a man giving a talk on the radio about protecting your home from b
­ urglaries.
Before you listen, look at the pictures below. Make a list of all of the items.
C
A
D
B
2
• 2
F
E
Listen and answer the following questions.
1 Which three items from your list were stolen?
2 Why did the man tell this story?
A to show that crime has increased
B to show that crime can happen at any time
C to show that burglars can open any lock
3
2
Listen again and complete these sentences.
1 A few weeks ago a woman
2 It
to report a burglary.
at five in the afternoon when she
3 This woman
the front door locked.
4 When her son got older, she
5 The burglar simply
6 The son
the news on TV.
the door unlocked whenever she was at home.
in through the front door.
anything because he
to music.
into the front room,
7 Then the burglar
a valuable collection of CDs.
all the cupboards and
4 Look at sentences 1–7 above and answer the following questions.
1 Which two sentences provide a background scene and an action?
2 Which two sentences talk about a single completed action in the past?
3 Which sentence describes a series of completed actions in the past?
4 Which two sentences talk about a repeated action in the past?
5 Which four tenses or structures are used in sentences 1–7?
8
Past tenses 1
B Grammar
1 Past simple
+
–
?
verb + -ed (or -d)
did not + verb
did ... + verb?
He worked for the police.
She didn’t work for the police.
Did they work for the police?
Irregular verbs
Many verbs are irregular: went (go), came (come), wrote (write) (see Appendix 1)
Note the verb be is irregular: I/he/she/it was; you/we/they were
!
We use the past simple
u to talk about single past completed actions. Often the time is mentioned:
A few weeks ago a woman called to report a robbery at her house.
But no time reference is necessary if it is already known:
How did the burglar break in without anybody hearing him? (in the story I just told you about)
u to give a series of actions in the order that they happened:
The burglar came in through the front door, picked up the woman’s handbag, emptied it out and
stole her purse.
he came in
picked up
the handbag
emptied
it out
and stole
her purse
T H E PA S T
u
u
NOW
We often use words like next or then to indicate the sequence of events:
Then, the burglar went into the front room, opened all the cupboards and took a valuable
­collection of CDs.
to talk about past repeated actions:
When her son got older, he often went out to visit his friends after school.
Notice that used to and would can also be used (see B3).
to talk about long-term situations in the past which are no longer true:
Bill Murphy worked for the police force for over 17 years.
he worked for the police force for over 17 years
17 YEARS
NOW
Explorers at that time believed that the world was flat.
Notice that used to can also be used (see B3).
9
2
2 Past continuous
+
–
?
was/were + verb + -ing
was/were not + verb + -ing
was/were ... + verb + -ing?
She was watching the news.
They weren’t watching the news.
Were you watching the news?
We use the past continuous
u to provide the background scene to an action or event (usually in the past simple). We often use
words like when, while and as:
It happened at five in the afternoon while she was watching the news on TV.
He was doing his homework in his bedroom when the burglar came into the house.
he was doing his homework
T H E PA S T
NOW
the burglar came into the house
u
!
It is possible to have more than one background scene happening at the same time:
He was listening to music and working on his computer.
when we want to emphasise the activity without focusing on its completion. Compare:
For a while last year I was working at the cinema, studying for my degree and writing a column
for the local newspaper. (we don’t know if the actions were completed or not, or whether they happened at the same time)
Last year I worked at the cinema, studied for my degree and wrote a column for the local
­newspaper. (suggests all of the jobs are now complete, and probably happened in that order)
State verbs (see Unit 1) do not generally have a continuous form.
3 Used to and would
+
–
?
used to / would + infinitive
did not + use to + infinitive
did ... use to + infinitive?
He used to / would lock the door.
I didn’t use to lock the door.
Did they use to lock the door?
We use used to + infinitive or would + infinitive (contracted to ’d in spoken English) to talk about
past repeated actions:
He used to keep the front door locked. (but he stopped doing this)
He would leave the door unlocked whenever he was at home.
! Would is unusual in the negative form and in Yes/No questions.
We use used to + infinitive to talk about permanent situations that are usually no longer true:
Brenda Murphy used to work for the police force. (but she doesn’t now: not Brenda Murphy would
work for the police force.)
We do not use used to if we want to talk about how long the situation lasted:
Brenda Murphy worked for the police force for over 17 years. (not Brenda Murphy used to work for
the police force for over 17 years.)
! We do not use would with state verbs.
10
Past tenses 1
C
Grammar exercises
1 Fill in the gaps in this model answer with verbs from the box in the past simple.
Thanks to modern technology, there have been enormous changes in the
­workplace over the past 100 years.
What are the most significant changes that have occurred and what changes
do you foresee in the next 100 years?
allow be be be invent increase lay
mean own receive replace ride take walk
The pace of change in the world of technology is amazing. It 1
long ago that the postal service 2
­distance. It 3
days and sometimes weeks to receive letters from within
when people 5
them. In the workplace, this 6
was mostly ­conducted locally, over
relatively short distances.
When Alexander Graham Bell
the telephone in 1876, it
the foundation for the
communication systems we have today.
The telephone 9
two people
to communicate instantly across a great
distance. Eventually computers
10
dramatically 11
typewriters and
the speed
of our daily work life. Nowadays the
Internet is an essential part of every
business.
However, it is not just communications
that have changed. Only 50 years ago
most people 12
car. People 13
14
(not)
our only way to communicate over any
the same country. As a result, the news in the letters 4
7
8
wasn’t
(not) a
to work or
bicycles. Changes in
travel as well as the increased speed of
communications have led to the global
business world that we have today.
11
already out of date
that business
2
2 Fill in the gaps with the past simple or past continuous form of the verbs in brackets. In which
gaps could you use used to?
had
I1
(have) a wonderful biology teacher, Mrs Hughes. She 2
(make) us excited about the subject because she was so interested herself. I remember
one lesson in particular; we 3
(study) different types of plants, and Mrs Hughes
4
(describe) the different parts of the flower. She 5
(pick up) a
purple flower, I can’t remember exactly what it was, and then suddenly we 6
(notice) that she 7
(cry)! She 8
(apologise) and
9
(say) that sometimes nature was so beautiful it just made her cry! We
10
(not/know) what to do at first, but it certainly 11
(make) us
think. Something similar 12
(happen) while she 13
(show) us
how to work the microscope. She 14
(examine) a slide of
some plant tissue and she 15
(smile) all over her face. She suddenly
16
(get) all excited and 17
(say), ‘Isn’t it wonderful?’ Some
students 18
(laugh) at her when she 19
(not/look) but I didn’t.
Somehow her enthusiasm 20
(inspire) me, and I 21
(start) to
like biology.
3 A teacher and student are talking about local customs. Fill in the gaps with the verbs in
brackets in the correct form. Use would or used to where possible.
Teacher: What sort of things 1 did you use to do (you/do) as a child?
Yoko:
Oh, when I was a child growing up in Japan there were many customs that we
(follow). For example, I remember we 3
(move)
2
house when I was seven and we 4
(visit) our new neighbours with
gifts. At that time the tradition was that people 5
(give) gifts of
Japanese noodles, but it is different now and people tend to give things like soap or
towels or nothing at all.
Teacher: 6
Yoko:
(really/like) was in the spring when the
Yes, one tradition that I 7
cherry blossoms were out. As a family we 8
(go) into the countryside and we 9
(spend) the day eating, drinking and singing. One
year my father 10
(take) a lovely photo of me and my sisters and I
still keep that picture on my wall today.
Teacher: And 11
Yoko:
(have) one tradition that you particularly remember?
(you/have to) do anything you didn’t like?
(have to) clean the house thoroughly.
Yes. I remember how we 12
This ceremony is called Osoji and my sisters and I
13
(not/look forward to) it very much!
12
Past tenses 1
4 Read the test task and a student’s response. Tick (ü) the underlined verbs if they are right, and
correct them if they are wrong.
Describe an unforgettable trip you once made.
You should say:
where you went
why you went there
what happened
and explain why you remember it so well.
I remember a trip I once 1 made to my
grandmother’s house. She 2 would live about
30 kilometres away from us and we 3 used to going
there quite often with our mother. On this occasion
we 4 set off to my grandmother’s after school on a
cold winter’s day. When we were about to leave, we
5 were noticing that some snow was beginning to fall,
and as we 6 were driving along we 7 were realising
that it 8 snowed more and more heavily. Suddenly
we had to brake hard as the car in front stopped suddenly. We 9 were skidding and 10 went off the road
into a ditch! It was pretty scary, but we were lucky
and none of us were hurt. We got out of the car, and
my mother 11 was phoning for help on her mobile
phone. While we 12 were waiting for help it 13 was
stopping snowing and we 14 sang lots of songs to
keep ­ourselves cheerful. Eventually the truck
15 was coming and pulled our car out of the ditch.
The car wasn’t badly damaged, but we 16 decided to
turn round and go home. We didn’t manage to see
our grandmother that day, but it was so frightening
that I will never forget it.
13
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
3
used to live / lived
2
D Test practice
Academic Reading
You should spend about 20 minutes on Questions 1–13 which are based on the Reading
Passage below.
Jumping spiders
Peter Aldhons examines how Portia spiders catch their prey
A
For a stalking predator, the element of surprise is
crucial. And for jumping spiders, like the Portia spider,
which sneak onto other spiders’ webs to prey on their
owners, it can be the difference between having lunch
and becoming it. Now zoologists have discovered the
secret of these spiders’ tactics: creeping forward when
their prey’s web is vibrating.
B
Jumping spiders are unique in the spider world as they rarely use silk or build webs. What
silk they do produce is used to give them extra stability in mid-air – without a strand of
silk trailing behind them, the spiders would land clumsily. The fifteen known species of
Portia jumping spiders are relatively small, with adults being about two centimetres long
(that’s smaller than the cap on most pens). They habitually stay in the webs of other spiders, and in an area of these webs that is as out-of-the-way as possible. Portia spiders live
mostly in tropical forests, where the climate is hot and humid. They hunt a range of other
spiders, some of which could easily turn the tables on them. ‘They will attack something
about twice their own size if they are really hungry,’ says Stimson Wilcox of Binghamton
University in New York State. Wilcox and his colleague, Kristen Gentile of the University
of Canterbury in Christchurch, New Zealand, wanted to find out how Portia spiders keep
the upper hand.
C
All jumping spiders have large eyes that look like binocular lenses, and they function
pretty much the same way. Most jumping spiders locate their prey visually, and then
jump and capture from one centimetre to over ten centimetres away. But only a few species of jumping spiders invade the webs of other spiders, and the Portia spider is among
them. Jumping spiders, including Portia spiders, prey on i­nsects and other arthropods by
stalking. Sometimes these spiders lure their v­ ictims by vibrating the web to mimic the
14
Past tenses 1
struggles of a trapped insect. But many web-weaving spiders appear to be wise to these
tricks, so combining stalking with vibrations is often a better s­ trategy. Sometimes, the
researchers found, Portia spiders take advantage of the v­ ibrations created in the web by a
gentle breeze. But, if necessary, they will make their own.
D
The researchers allowed various prey spiders to spin webs in the laboratory and then introduced Portia spiders. To simulate the shaking effect of a breeze the zoologists used either
a model aircraft propeller or attached a tiny magnet to the centre of the web which could
be vibrated by applying a varying electrical field. The researchers noticed that the stalking
Portia spiders moved more when the webs were shaking than when they were still, and
they were more likely to capture their prey during tests in which the webs were periodically shaken than in those where the webs were undisturbed. If the spiders were placed onto
unoccupied webs, they would make no attempt to change their movements.
E
It is the Portia spider’s tactic of making its victims’ webs shake that has most intrigued
the researchers. They noticed that the spiders would sometimes shake their quarry’s
web violently, then creep forwards up to five millimetres before the vibrations died down.
‘They’d make a big pluck with one of their hind legs,’ says Wilcox. These twangs were
much more powerful than the gentler vibrations Portia spiders use to mimic a trapped
insect, and the researchers were initially surprised that the prey spiders did not respond
to them in any way. But they have since discovered that the violent twanging produces a
pattern of vibrations that match those caused by a twig falling onto the web.
F
Other predators make use of natural ‘smokescreens’ or disguises to prevent them being
seen by their prey: lions hunting at night, for example, move in on their prey when clouds
obscure the moon. ‘But this is the first example of an animal making its own smokescreen
that we know of,’ says Wilcox. ‘Portia spiders are clearly intelligent and they often learn
from their prey as they are trying to capture it. They do this by making different signals
on the web of their prey until the prey spider makes a movement. In general, Portia spiders adjust their stalking strategy according to their prey and what the prey is doing.
Thus, Portia spiders use trial-and-error learning in stalking. Sometimes they will even take
an indirect route to reach a prey spider they can see from a distance. This can sometimes
take one to two hours following a predetermined route. When it does this, the Portia spider is actually solving problems and thinking ahead about its actions.’
15
2
Questions 1–9
The Reading Passage has six paragraphs labelled A–F.
Which paragraph contains the following information?
Write the correct letter A–F next to Questions 1–9.
NB You may use any letter more than once.
1 the reaction of the Portia spider’s prey to strong web vibrations
2 a description of how the researchers set up their experiment
3 a comparison between Portia spiders and another animal species
4 an explanation of how the researchers mimicked natural conditions
5 a comparison between Portia spiders and their prey
6 an explanation of why Portia spiders need to behave in an unexpected way
7 a description of the Portia spider’s habitat
8 the number of species of Portia spiders
9 the way in which Portia spiders differ from most other jumping spiders
Questions 10–13
Choose the correct letter, A, B, C or D.
10 In their laboratory experiments, the researchers found that the Portia spiders moved most
when the web was
A
B
C
D
vibrating.
motionless.
undisturbed.
unoccupied.
11 What discovery did the researchers make about Portia spiders?
A
B
C
D
They
They
They
They
make very strong vibrations with one leg.
move 5 mm at a time on a still web.
move slowly when vibrations stop.
use energetic vibrations to mimic a trapped insect.
16
Past tenses 1
12 Portia spiders are the only known animal to
A
B
C
D
use the weather to their advantage.
mimic other prey-eating animals.
make a plan for how to catch their prey.
create a distraction to hide their movements.
13 The Portia spider demonstrates ‘thinking ahead’ when it
A
B
C
D
chooses prey that is a short distance away.
takes a longer route to reach its prey.
reaches its prey in a short time.
solves the problem of locating its prey.
Grammar focus task
Look at the underlined verbs in these sentences from the text. Match the sentences (1–3) to the
explanations (a–c).
1 The researchers allowed various prey spiders to spin webs in the laboratory and then
introduced Portia spiders.
2 Portia spiders moved more when the webs were shaking than when they were still.
3 They noticed that the spiders would sometimes shake their quarry’s web violently.
a a series of single past completed actions
b a repeated action in the past
c a background scene and an action
17
3
Present perfect
present perfect simple; present perfect continuous
A Context listening
1 You are going to hear two university students, Carl and Sue, talking about an a­ ssignment. Before you listen, look at the list of activities (A–F). Put the activities in the order which you
think is best when writing an assignment.
A
B
C
D
E
F
2
Listen to the first part of the conversation. Which five activities does Sue mention? Write
the letters A–F in the correct order in boxes 1–5 on the flowchart.
• 3
1
3
make notes
start to write
do research
make a plan
re-read books
get a book list
• 3
2
3
4
5
Listen to the second part of the conversation and fill in the gaps.
1 Sue: I
plenty of information for the assignment.
2 Sue: When I was in the library last week, I
3 Carl: I
tired since I started this course!
4 Carl: I
and I’m already tired.
those leaflets.
4 Look at your answers to Exercise 3 and find examples of each of the following:
a something that only happened recently
b something that happened at some time before now, but we do not know when
c an action + the length of time it has been going on
d something that happened at a stated time in the past
Which tense is used in each of the examples a–d above?
18
Present perfect
B Grammar
We use the present perfect when we want to show a link between the present and the past.
1 Present perfect simple
+
–
?
have/has + past participle
have/has not + past participle
have/has ... + past participle?
She’s started the assignment.
I haven’t started the assignment.
Have you started the assignment?
We use the present perfect simple
u to talk about a time period that is not finished (e.g. today, this week):
I’ve written a rough plan this morning. (it is still morning)
I’ve written a rough plan
T H I S
u
u
NOW
M O R N I N G
to show that something happened at some point in the past before now. We don’t state when it
happened:
I’ve collected plenty of information. (at some point before now and I will use it to write my essay)
The following time expressions are often used: ever, never, before, up to now, still, so far.
It’s the longest I’ve ever had to write. (at any point before now)
! If we state when something happened, we must use the past simple:
I wasted a lot of time last week. (not I have wasted a lot of time last week.)
to talk about a present situation which started in the past, usually with for/since:
I’ve worked really hard
for the last two weeks
NOW
2 WEEKS
u
I’ve worked really hard for the last two weeks. (I’ve worked hard till now)
We use for with a length of time (e.g. for two hours, for three days, for six months) and since with
a point in time (e.g. since 2015, since Monday, since ten o’clock, since I was four, since I started the
course).
to talk about something that happened at an unstated time in the past but is connected to the
present:
I’ve read all the books on the reading list. (I have the notes now)
The following time expressions are often used: recently, just, already, and yet with negatives or
questions.
I’ve just got up.
Have you written your assignment yet?
19
3
Compare the use of the present perfect with the past simple:
Past simple
u only talks about the past:
I made notes on the most important things.
(when I did the reading and I’ve finished
making notes)
u states a specific past time, or the time is
understood:
I read the leaflets when I was in the library.
(I’m not in the library now and the reading is
finished)
u uses time expressions that show the time is
finished:
I read five books last week. (last week has
finished)
Present perfect
u links the past with the present:
I’ve made quite a lot of notes. (at some point
before now and I may make more notes)
u
u
does not talk about a specific time in
the past:
Have you read the leaflet? (at some time before now)
uses time expressions that show the time
period is unfinished:
I’ve read six articles this week. (the week isn’t
finished)
Note the position of the following time expressions that occur with the present perfect:
between the auxiliary and main verb (e.g. recently, already, always, ever, just, never)
I’ve already written the notes.
I’ve just finished my essay.
Ever is generally used with questions or negatives:
Have you ever been to Buenos Aires?
u after the main verb (e.g. all my life, every day, yet, before, for ages, for two weeks, since 2017, since I
was a child etc.)
I’ve felt tired for weeks.
I haven’t flown before.
If there is an object clause, the time expression comes at the end:
I’ve gone to bed early every night since then.
I’ve written more than ten assignments since I started this course.
u
2 Present perfect continuous
+
–
?
have/has been + verb + -ing
have/has not been + verb + -ing
have/has ... been + verb + -ing?
I’ve been studying really hard.
He hasn’t been studying really hard.
Have you been studying really hard?
We can use either the present perfect simple or the present perfect continuous to say how long a
situation or activity has been going on (often with for or since):
I’ve felt tired for weeks.
I’ve been feeling tired since I started this course.
I’ve worked at the restaurant since I moved here.
I’ve been working at the restaurant for three years.
20
Present perfect
Compare the different uses of the present perfect simple and the present perfect continuous:
Present perfect simple
u says how many times:
I’ve read three articles.
u focuses on the result or completion of the
activity:
I’ve written my essay. (the essay is finished
but we don’t know when)
Present perfect continuous
u emphasises how long:
I’ve been reading for the past two weeks.
u focuses on the activity itself (it does not show
whether the activity is completed or not):
I’ve been writing my essay. (we don’t know if
the essay is finished or not)
What have you done? (the boy’s mother is
­interested in the result of the action: the
broken window)
What have you been doing? (the boy’s mother
is interested in the activity that made him so
dirty now)
State verbs (see Unit 1) do not generally have a continuous form:
I’ve known them since I was a child. (not I’ve been knowing them since I was a child.)
!
Grammar extra: This is the first time etc.
We use the present perfect tense with the following structures: it/this/that is the first / the second / the
best / the only / the worst ...
It’s the first time I’ve ever had to write such a long assignment.
Is this the only time you’ve travelled abroad?
That’s the sixth cup of coffee you’ve had today.
21
3
C
Grammar exercises
1 Tick (3) the correct underlined verbs, and correct the verbs that are wrong.
I would like to be considered for your degree course in
­Zoology, starting in October next year. I feel I am a good
­candidate for this course as I 1 have always been interested in
natural history and even as a child I 2 have enjoyed studying
animals and insects in my garden. Your science faculty has a
good reputation and I would very much like to be part of it.
1
As you 3 already saw in Section A of this application, I have
a good academic record and I 4 just received the results of my
recent exams, all of which 5 have been excellent.
6
In addition, your university attracts me because I enjoy sports
and I 6 have read in your prospectus about the large number of
sports on offer. Last year I 7 have represented my school at
badminton and I 8 played in football teams since I was eleven. I
9 have recently joined a basketball team which competes at a
national level.
9
2
3
enjoyed
3
4
5
7
8
10
11
12
I 10 did not travel abroad much yet, although as a young child I
11 have been to Singapore and Hong Kong with my family. I
realise that I 12 have not spent much time away from home up to
now, but am keen to become more independent.
2 Look at the chart and fill in the gaps with the past simple or present perfect simple of the verbs
in brackets to make true sentences.
Percentage of UK adults to have used online shopping
2005
100
2010
80
2015
present
60
40
20
0
men
women
22
all
Present perfect
1 The chart shows the percentage of British adults who
­shopping since 2005.
have used
(use) online
2 The number of women who have shopped online
60% since 2005.
(increase) by more than
3 The percentage of men who have shopped online
(rise) to 60% in 2015.
4 The number of women who have shopped online
(rise) each year.
5 The percentage of men who shopped online
percentage of women from 2005 to 2015.
6 However, British women
(be) greater than the
(overtake) British men in online shopping since 2015.
(grow) each year although the
7 The total number of people shopping online
most significant rise
(occur) between 2005 and 2010.
3 Underline the correct form of the verbs.
Paul Johnson
Sunita Soh
Seminar presentation on Friday
Dear Paul
1 I’ve just received / I’ve just been receiving your message to us all about the seminar on
Friday. 2 I’ve worked / I’ve been working on my presentation for the last week, and 3 have
now finished / now finished it, so I am happy to be one of the first to present it. However,
4 I’ve made / I made an appointment to see the university careers advisor immediately after
the seminar, so I will need to leave on time.
I’d like some advice about my presentation. At last week’s lecture 5 you’ve said / you said
that we should use slides, but you told us to be careful not to overwhelm the audience with
visuals. 6 I have prepared / I prepared my slides but I think I may have too many. 7 I’ve
done / I did lots of presentations before, and I feel OK about this one. In my last presentation
8 I used / I have been using about forty slides. Do you think this number is all right for this
presentation?
One last question: 9 I’ve been / I went to Professor Russell’s lecture yesterday, and 10 have
been learning / learnt quite a lot that is relevant to this course. Is it okay to refer to another
course in my presentation? 11 I’ve been wondering / I wondered about this – maybe it is
better to stick to the materials and references 12 you’ve given / you’ve been giving us. I hope
you can let me know.
Thanks for your help.
Sunita
23
3
4 Fill in the gaps with a verb from the box in the present perfect simple or present perfect
­continuous. You will need to use some verbs more than once.
be do feel have live pass start study take travel want work
Interviewer:
How long have you been living (1 you) here?
Student:
I
Japan originally. I
Interviewer:
(2) in London for the past three years. I come from
(3) at a college here since I arrived.
(4 you) any travelling over the past three years?
Student:
Yes, I
I
Interviewer:
What is the most interesting thing you
Student:
(8) to play tennis, and I
(9)
Well, I
singing lessons for a few months now too. But the thing that I am most proud
of is that I
(10 just) my driving test. It’s the first time I
(11) it so I’m really pleased but
I
(12 never) so nervous in all my life!
Interviewer:
How do you think English will be useful in your life?
Student:
I
(13) a Hospitality and Tourism course over here, so I
need English for my studies and my job. I
(14 always) to
work in the tourist industry because I
(15 always)
i­nterested in history and cultural sites, and I
(16 already)
as a tour guide in my home town.
(5) really lucky. I have long holidays so
(6) all over Europe. I especially liked Spain.
Now answer these questions about yourself.
17 How long have you been studying English?
18 Have you studied any other languages? (Which ones? For how long?)
19 Have you travelled very much? (Where have you been to?)
20 What have you been doing to prepare for this exam?
21 How has your life changed over the past ten years?
24
(7) recently?
Present perfect
D Test practice
General Training Writing Task 1
You should spend about 20 minutes on this task.
You have seen an advertisement for a weekend job as a local tour guide showing
visitors around your city.
Write a letter of application to the manager of the tourism office. In your letter
• say why you are interested in this job
• explain why you would be a good local tour guide
• describe any relevant experience you have
Write at least 150 words.
You do NOT need to write any addresses.
Begin your letter as follows:
Dear Sir or Madam,
25
3
Grammar focus task
Look at the model answer. Find one example each of:
1 a sentence which uses the present perfect simple to show something which started in the past
and is still going on
2 a sentence which uses the present perfect continuous to show something which started in the
past and is still going on
3 a sentence which uses the present perfect simple to show something happened at an unstated
time in the past but has a present result
Dear Sir or Madam,
I am writing to apply for the post of tour guide you advertised recently. I am a retired
history teacher, and I really enjoy meeting new people, which is why the idea of being a
weekend tour guide really appeals to me.
I think I would make a very good tour guide. Firstly, I have lived in this town all my life,
and therefore know all about the places of interest and their history. I have visited the
castle and the cathedral many times and I have read many guide books full of interesting
historical facts.
In terms of my experience, as a teacher, I have always been good at bringing history
to life for my students and believe I can do the same for visitors to our lovely town. In
addition, over the last few months, I have been taking Spanish language classes in the
evenings, which I believe will be of benefit when it comes to communicating with overseas
visitors.
I do hope you will consider me for this post, and I look forward to hearing from you.
Yours faithfully,
26
Past tenses 2
past
past perfect
perfect simple;
simple; past
past perfect
perfect continuous
continuous
A Context listening
1 You will hear a woman giving a talk on the famous composer, Mozart. Before
you listen, match the words (1–10) with the correct meanings (a–j).
2
1 extraordinary
a
brother or sister
2 sibling
b
reach a high level in something
3 achievement
c
part of a piano or computer
4 keyboard
d
amazing
5 demand
e
status
6 master (verb)
f
success
7 gifted
g
very talented
8 in rapid succession
h
ask in a forceful way
9 reputation
i
fast development at a very early age
10 precocious
j
quickly one after another
• 4
Now listen and complete the notes below.
Name:
Wolfgang Amadeus Mozart
Date of birth:
1
Number of surviving brothers and sisters:
2
Profession of father:
3
Wrote first composition before the age of:
4
Taught self to play:
5
27
4
4
3
4
Listen to the text again and fill in the gaps.
1 However, when Mozart
infancy or early childhood.
, five of his siblings
2 Mozart’s father, Leopold,
a musician.
in
a composer and his grandfather
the piece of music, which his father
3 In just 30 minutes Mozart
into Nannerl’s notebook.
4 By the time he
his own.
six, the little boy
5 Some important statesmen
tional reports of Mozart’s talent.
6 His family
a composition of
to Vienna and
richer than they
sensabefore.
For each sentence underline which event happened first.
4 Look at your answers to Exercise 3 and answer these questions.
1 Which tense is used in sentence 5 to show that the events took place in chronological
order?
2 Which tense is used in the other sentences to show that the second event the speaker
mentioned actually happened first?
28
Past tenses 2
B Grammar
1 Past perfect simple
+
–
?
had + past participle
had not + past participle
had ... + past participle?
They had listened to his music.
They hadn’t listened to his music.
Had they listened to his music?
We use the past perfect simple
u when we are talking about the past and want to mention something that happened earlier:
His father was a composer and his grandfather had also been a musician. (Mozart’s grandfather
was a musician and then later his father became a composer)
Sometimes we use words like just or already. Notice that these adverbs go between the a­ uxiliary
and the main verb:
By the time he was 17, Mozart’s reputation had already begun to spread through Europe.
! We use the past simple tense if the events are mentioned in chronological order:
His grandfather was a musician and his father was also a composer.
u with words like when, as soon as, by the time, after to show the order of events:
When Mozart was born, five of his siblings had already died. (Mozart’s siblings died first, then
Mozart was born)
! Notice the difference in meaning between these two sentences:
When I got home, my husband cooked dinner. (= I got home and then my husband cooked ­dinner)
I got home
my husband cooked dinner
T H E
PA S T
When I got home, my husband had cooked dinner. (= my husband cooked dinner before I got
home)
my husband had cooked dinner
T H E
u
u
I got home
PA S T
to talk about an indefinite time before a particular point in the past, often with words like always,
sometimes, never, before, by + fixed time:
His family were richer than they had ever been before. (= they were not as rich at any time before
this point in the past)
By the time he was six, the little boy had written a composition of his own.
to report past events using reporting verbs (see Unit 15):
The man told me he had met my father a long time before.
29
4
2 Past perfect continuous
+
–
?
had been + verb + -ing
had not been + verb + -ing
had ... been + verb + -ing?
She’d been studying for ages.
He hadn’t been studying for long.
Had you been studying for long?
We use the past perfect continuous to focus on how long an activity continued or to focus on the
activity itself:
Times were hard and the family had been struggling for some time. (to show how long)
Mozart’s sister was extremely gifted at the keyboard and she had been making excellent progress.
(focus on the activity)
! We cannot use the past perfect continuous to say how many times something happened:
I knew the way as I had visited her several times before. (not I knew the way as I had been visiting her
several times before.)
!
State verbs (see Unit 1) do not generally have a continuous form.
Grammar extra: Unfulfilled hopes
We use the past perfect to talk about past disappointments or things that did not happen as
expected:
The politician had expected to be re-elected, but in the end she only got ten per cent of the vote.
I had been hoping to go with my brother on his trip but I was too sick to go.
30
Past tenses 2
C Grammar exercises
1 Fill in the gaps with the past perfect simple of the verbs in brackets in the positive or negative.
According to Dr Ken Winkle, Australia’s Red-back spider is colonising the world.
Dr Winkle, a venom expert from the University of Melbourne, said that authorities
had found (find) Red-back spiders in Japan and Belgium. They suspected that spiders or
1
their eggs 2
(enter) these countries along with Australian
trading goods. Furthermore, it was extremely likely that the spiders 3
(make)
their way into other nations around the world but that people 4
(not discover)
them yet. Dr Winkle said the spiders 5
(also/turn up) in the
port city of Osaka (which receives a variety of Australian trade goods) in the late 1990s and
6
(multiply) quickly. He said Australian spider experts were collaborating with
Japanese officials to find a way to stop the venomous invader.
2 Complete the summary with the past simple or past perfect simple of the verbs in brackets.
65–74
75–84
84+
Total
Percentage of total US population aged
65 and over: 1900 to 2000
4.1
0.2
1.0
4.3
0.2
1.1
2.9
3.0
4.7
0.2
1.2
3.3
5.4
0.3
1.3
3.8
6.8
0.3
1.7
4.8
8.2
0.4
2.2
5.6
9.2
0.5
9.8
0.7
2.6
3.0
6.1
6.1
11.3
1.0
3.4
6.9
12.5
1.2
12.4
1.5
4.0
4.4
7.3
6.5
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000
The chart shows the percentage of people aged 65 and over in the United States
between 1900 and 2000. Overall, the chart shows that in 2000, people in the United
States could expect to live longer than in 1900, with the largest increase occurring in the
75 to 84 age group.
was
In the year 1900, just over 4% of the population 1)
(be) aged over 65.
However, by 1960 this figure 2)
(double). Although there
3)
(be) no change in the number of people aged 65-74 between 1960 and
1970, the number of people aged 75 and over 4)
(increase) slightly during
this time. By the year 2000, 12.4% of the US population 5)
(reach) the age
of 65 or more, although this was slightly lower than in 1990, when it 6)
(peak) at 12.6% of the population.
With the oldest groups, the number of those aged between 75 and 84 7)
(remain) fairly steady between 1900 and 1930, making up only 1–1.3% of the population.
This figure 8)
(begin) to rise more significantly in 1940 and, by 1970, this
group 9)
(triple) in size to make up 3% of the population. By the year
2000, the percentage of the population who 10)
(manage) to live to the
age of 84 was more than seven times greater than that of 1900.
31
4
3 Fill in the gaps with the past simple, past perfect simple or past perfect continuous of the verbs
in brackets.
arranged
Last year my friends
(1 arrange) for us to try fire-walking, which is when
you walk on hot coals. I
(2 always/be) fascinated by it and
I
(3 hear) people say it was an unforgettable experience. I was
very e­ xcited when I
(4 arrive) on the day, although beforehand I
(5 feel) a little frightened! My friends and I
(6 come) in
the hope that by the end of the day we would be able to say we
(7 walk)
across hot, burning coals.
Our teacher was very good, and by teatime we
(8 learnt) a great deal
and
(9 prepare) the fires. I
(10 expect) to be terrified
when the time came to walk, but as I
(11 take off ) my shoes and socks I
(12 not/feel) afraid. I
(13 approach) the coals as all my
friends before me
(14 do), and started walking! I could feel the heat,
but as I
(15 step) back onto the grass at the other end I knew the coals
(16 not/burn) my feet at all. As I
(17 hope), all my
friends
(18 manage) the walk and none of us were burnt. The whole
experience was amazing, and I just wished I
(19 do) it sooner.
32
Past tenses 2
4 Fill in the gaps with a verb from the box in the past simple, past perfect simple or past perfect
continuous tense. Use each verb once.
be buy decide develop discuss feel like make
phone run start stay take visit wait work
1 She
’d been working as a waitress for five years when he met her.
2 The lecture
by the time they got there.
3 In the supermarket he
home to make her birthday cake.
all the ingredients he needed and then went
4 Holly did very well in her exam, which was a shock because she
an exam before.
(never)
in London for a few
5 They went on a big tour of Britain. First they
days. Then they
Cambridge, York and Edinburgh, and then Bath.
They
to Bath before, but they
it so much that they
to go back again.
6 Scientists announced the launch of the new drug last week. They
five years.
it for
(already) the important issues
7 By the time I got to the meeting they
and they
the big decisions without me. I
from
my mobile to tell them the train was late and I
annoyed that they
(not) for me.
8 I looked terrible when I saw Joe last night because I
and I was exhausted.
33
for over an hour
4
D
Test practice
Academic Reading
Questions 1–13
Read the passage below and answer Questions 1–12.
The history of the biro
A
One chilly autumn morning in 1945, five
thousand shoppers crowded the pavements
outside Gimbels Department Store in New
York City. The day before, Gimbels had taken
out a full-page newspaper advertisement in
the New York Times, announcing the sale of
the first ballpoint pens in the United States.
The new writing instrument was heralded
as “fantastic... miraculous... guaranteed to
write for two years without refilling!” Within
six hours, Gimbels had sold its entire stock
of ten thousand ballpoints at $12.50 each –
approximately $130 at today’s prices.
B
In fact this ‘new’ pen was not new after all,
and was just the latest development in a long
search for the best way to deliver ink to paper.
In 1884 Lewis Waterman had patented1 the
fountain pen, giving him the sole rights to
manufacture it. This marked a significant leap
forward in writing technology, but fountain
pens soon became notorious for leaking as
well as needing frequent refilling. In 1888, a
leather tanner named John Loud devised and
patented the first “rolling-pointed marker
pen” for marking leather. Loud’s design
contained a reservoir of ink in a cartridge
and a rotating ball point that was c­ onstantly
bathed on one side with ink. Loud’s pen was
never manufactured, however, and over the
next five decades, 350 additional patents
were issued for similar ball-type pens, though
none advanced beyond the design stage. Each
had their own faults, but the major difficulty
was the ink: if the ink was thin, the pens
leaked, and if it was too thick, they clogged.
Depending on the climate or air temperature,
sometimes the pens would do both.
C
Almost fifty years later, Ladislas and Georg
Biro, two Hungarian brothers, came up with
a solution to this problem. In 1935 Ladislas
Biro was working as a journalist, editing a
small newspaper. He found himself becoming
more and more frustrated by the amount of
time he wasted filling fountain pens with
ink and cleaning up ink smudges. What’s
more, the sharp tip of his fountain pen often
scratched or tore through the thin newsprint
paper. Ladislas and Georg (a chemist) set
about making models of new pen designs and
creating better inks to use in them. Ladislas
had observed that the type of ink used in
newspaper printing dried rapidly, leaving
the paper dry and smudge-free. He was
determined to construct a pen using the same
type of ink. However, the thicker ink would
not flow from a regular pen nib so he had
to develop a new type of point. Biro came
up with the idea of fitting his pen with a
34
Past tenses 2
tiny ball bearing in its tip. As the pen moved
along the paper, the ball bearing rotated and
picked up ink from the ink cartridge which it
delivered to the paper.
fortune smiled on the Biro brothers in May
1945, when the American company ‘Eversharp’
paid them $500,000 for the exclusive
manufacturing and marketing rights of the
Biro ballpoint for the North American market.
Eversharp were slow to put their pen into
production, however, and this delay ultimately
cost them their competitive advantage.
D
The first Biro pen, like the designs that had
gone before it, relied on gravity for the ink
to flow to the ball bearing at the tip. This
meant that the pens only worked when they
were held straight up, and even then the
ink flow was sometimes too heavy, leaving
big smudges of ink on the paper. The Biro
brothers had a rethink and eventually devised
a new design, which relied on capillary
action, rather like a plant drawing up water,
rather than gravity to feed the ink. This
meant that the ink could flow more smoothly
to the tip and the pen could be held at an
angle rather than straight up. In 1938, with
war soon to break out, the Biro brothers
fled to Argentina, where they applied for
a patent for their pen and e­ stablished their
first factory.
E
The Biros’ pen soon came to the attention
of American fighter pilots, who needed a
new kind of pen to use at high altitudes.
Apparently, it was ideal for pilots as it did not
leak like the fountain pen and did not have
to be refilled frequently. The United States
Department of War contacted several American
companies, asking them to manufacture a
­similar writing instrument in the U.S. Thus
F
Meanwhile, in June 1945 an American
named Milton Reynolds stumbled upon the
Biro pen while on vacation in Buenos Aires.
Immediately seeing its commercial potential,
he bought several pens and returned to
Chicago, where he discovered that Loud’s
original 1888 patent had long since expired.
This meant that the ballpoint was now in the
public domain, and he therefore wasted no
time making a copy based on the Biro design.
Establishing his pen company with just
$26,000, Reynolds quickly set up a factory
with 300 workers who began production on
6th October 1945, stamping out pens from
precious scraps of aluminum2 that hadn’t
been used by the government during the war
to produce military equipment or weapons.
Just 23 days later, it was Reynolds’ ballpoint
pen that caused the stampede at Gimbels
Department Store. Following the ballpoint’s
debut in New York City, Eversharp challenged
Reynolds in the law courts, but lost the case
because the Biro brothers had failed to secure
a U.S. patent on their invention.
1To patent: to have an official legal right to make or sell something for a particular number of years, which also means
that no one else can copy it.
2Aluminum is the US equivalent of the metal aluminium.
35
4
Questions 1–6
The Reading Passage has six paragraphs A–F.
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number i–ix next to questions 1–6 below.
List of Headings
i
ii
iii
iv
v
vi
vii
viii
ix
1
2
3
4
5
6
Fountain pens are given a temporary boost
Fame at last for the Biro brothers
An opportunity is seized without delay
A second design and a new country
War halts progress
A joint effort brings some fundamental changes in design
Big claims bring big crowds
A government request brings a change of ownership
Many patents and many problems
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Questions 7–9
Choose the correct answer, A, B, C or D.
7 The problem with the ballpoint pens invented between 1888 and 1935 was that
A they cost a great deal of money to manufacture.
B the technology to manufacture them did not exist.
C they could not write on ordinary paper.
D they were affected by weather conditions.
8 What was the problem with the design of the Biro brothers’ first pen?
A It often released too much ink.
B The tip of the pen often became blocked.
C The ball bearing sometimes got stuck.
D It used ink that remained wet for too long.
9 Milton Reynolds was soon able to sell his own version of the Biros’ pen in the US because
A the factory he owned already had the necessary equipment.
B the government was able to step in and provide resources.
C the brothers’ design had not been legally registered there.
D the brothers agreed to help with his legal battle.
36
Past tenses 2
Questions 10–13
Answer the questions below. Choose NO MORE THAN ONE WORD AND/OR A NUMBER for
each answer.
Write your answers in the spaces provided.
10
11
12
13
What material was the first ballpoint pen designed to write on?
Where did the Biro brothers open their first factory?
In what year did the first American biro factory begin production?
What material was used to make the pens in Reynolds’ biro factory?
Grammar focus task
Look at the extracts from the text. Without looking back at the text, fill in the gaps with the
correct form of the verbs in brackets.
1 The day before, Gimbels
(take out) a full-page newspaper advertisement in
the New York Times, announcing the sale of the first ballpoint pens in the United States ...
Within six hours, Gimbels
(sell) its entire stock of ten thousand ballpoints at
$12.50 each – approximately $130 at today’s prices.
(patent) the fountain pen, giving him the sole
2 In 1884 Lewis Waterman
rights to manufacture it. This marked a significant leap forward in writing technology, but
fountain pens
(soon/become) notorious for leaking.
(observe) that the type of ink used in newspaper printing dried
3 Ladislas
rapidly, leaving the paper dry and smudge-free.
4 Immediately seeing its commercial potential, he
(return) to Chicago, where he
1888 patent
(long since/expire).
(buy) several pens and
(discover) that Loud’s original
(challenge)
5 Following the ballpoint’s debut in New York City, Eversharp
Reynolds in the law courts, but
(lose) the case because the Biro brothers
(fail) to secure a U.S. patent on their invention.
37
5
Future 1
plans, intentions and predictions:
present continuous; going to; will
A Context listening
1 You are going to hear Tim, a sports team
coach, talking to Amanda, a player in the
team, about a trip they are going to make.
Before you listen, look at the pictures. Which
sport does the team play? Which two countries
will they visit?
2
Listen and complete the table below. Write no more than two words or a number for each
answer.
• 5
Country
Number of
matches
Number of
free days
1
2
3
Accommodation
Other plans
stay in a
4
do lots of
walking
5
6
7
8
3
5
Now listen again and write
A if Tim makes this statement
B if Amanda makes this statement
C if both Tim and Amanda make this statement
1 We’re travelling to Scotland by plane.
2 We’ll have fun even if the weather is bad.
3 The team will be pleased with the accommodation in Athens.
4 The two countries are going to provide very different experiences.
5 The team manager is holding a party on our return.
4 Look at the statements in Exercise 3 and answer these questions.
1 Which tense is used in statements 1 and 5?
2 Which structure is used in statements 2 and 3 to refer to the future?
3 Which structure is used in statement 4 to refer to the future?
4 Which statements talk about a fixed arrangement?
5 Which statements are predictions?
38
visit some
9
Future 1
B Grammar
1 Present continuous
We use the present continuous to talk about plans or definite arrangements for the future:
We’re staying in a small hotel. (we have made the arrangements)
Notice that time expressions are used or understood from the context in order to show that we are
talking about the future (and not the present):
The manager is having a party just after we get back. (time expression given)
We’re playing four matches there. (future time expression understood)
2 Will
+
–
?
will + verb
will not (won’t) + verb
will ... + verb?
We’ll enjoy it.
He won’t enjoy it.
Will they enjoy it?
We use will
u to make predictions, usually based on our opinions or our past experience:
I think it’ll be extremely hot there.
u to talk about future events we haven’t arranged yet:
We’ll probably stay in some sort of mountain lodge there.
u to talk about future events or facts that are not personal:
The best player on the tour will get a special trophy.
The prime minister will open the debate in parliament tomorrow.
u to talk about something we decide to do at the time of speaking:
Tell me all about it and I’ll pass on the information to the rest of the team.
We often use will to make offers, promises or suggestions:
Don’t worry, I’ll let everyone know. (a promise)
3 Going to
+
–
?
am/is/are + going to + verb
am/is/are not + going to + verb
am/is/are ... + going to + verb?
We’re going to hire a bus.
He’s not going to hire a bus.
Are they going to hire a bus?
Going to often means the same as the present continuous and will.
We use going to
u to talk about events in the future we have already thought about and intend to do:
We’re going to hire a bus. (we intend to go, but we haven’t made the arrangements yet)
We’re going to get a boat to a couple of the islands.
u to make predictions when there is present evidence:
Well, we’re certainly going to have a varied trip. (I am judging this from what I know about the
plans)
39
5
Going to and will can follow words like think, doubt, expect, believe, probably, certainly, definitely, be
sure to show that it is an opinion about the future:
I think it’s going to be a great trip.
I’m sure we’ll enjoy it whatever the weather.
It’ll probably rain every day.
We can often choose different future forms to talk about the same future situation. It depends on the
speaker’s ideas about the situation:
The manager is having a party when we get
back. (definite arrangement)
Present continuous or going to?
We’re going to hire a bus and then drive through
the mountains. (less definite arrangement – we
haven’t booked the bus yet)
I’m sure we’ll enjoy it. (prediction based on my
guess)
Going to or will?
We’re going to have a very varied trip!
­(prediction based on what I know about the
weather)
Often there is very little difference between going to and will for predictions.
Grammar extra: Making predictions using words other than will
In formal writing we often use expressions other than will to predict the future (e.g. be likely to,
be predicted to, be estimated to, be certain to):
The population is likely to increase to 50 million in 2030.
The average annual rainfall is predicted to be ten per cent lower than today’s figures.
40
Future 1
C
Grammar exercises
1 Fill in the gaps in this model answer using phrases from the box and the words in brackets.
What changes do you think are likely to occur in the workplace of the future?
Do you think these will be a positive or a negative development?
will feel
are likely to occur
will be
will be able to
are going to happen
are predicted to work
will continue
will have
are likely to lead to
is likely to become
will be forced to
will result
Many people are worried about the work changes that 1 are likely to occur thanks to
technology. Firstly, such changes can have a fundamental impact on our working life,
even affecting where and when we work. For example, in the future more and more
people 2
3
from home. Although some workers
(inevitably) more isolated from their colleagues as a result,
presumably, they 4
(also) greater freedom to choose their working
hours. A further advantage is that the idea of commuting to the office
5
obsolete for many people, which will also benefit the
environment. Thus, some aspects of this development are positive.
When it comes to work itself, surely
even greater changes 6
Computers 7
.
(undoubtedly)
to grow even more powerful, which
8
(probably) in an
even faster pace of life than we have
now. We can only hope that employers
9
find a way to reduce the
increased pressure this puts on workers.
In addition, improvements in A.I and
robotics 10
even more
automation than at present. As a result,
many people 11
retrain or
they may be pushed out of the workforce
altogether. Therefore, it seems clear that
not all of these developments 12
for the better.
41
5
2 Underline the most suitable form of the verbs.
Dear Paul and Claire
We’re having a wonderful time here in France. The weather is
beautiful and we’ve got lots of plans for how to spend the next
couple of weeks. Tomorrow 1 we’re going out / we will go out on
a glass-bottomed boat to look at the wonderful sea life, and then
on Wednesday we think 2 we’re taking / we’ll take a tour of the old
town. Ollie’s aunt lives quite close, so 3 we’re visiting / we’re going
to visit her too if we have time.
The hotel is lovely and lively and has lots of good night life. Tonight
4 they’re holding / they’ll hold an international evening, with lots of
food from different countries.
As you know, we’re here with our friends, John and Wendy, but
5 they aren’t staying / they won’t stay as long as us, so 6 we’re
probably doing / we’ll probably do the really ‘touristy’ things with
them, and be lazy in our second week. You can hire small sailing
boats for the day, so we think 7 we’re doing / we’re going to do
that next week, and 8 we’re also going to try / we’re also trying to
have time to do some shopping!
I hope you are ready for your big trip. 9 You’re loving / You’ll love
Australia. In fact 10 you’re going to probably end up / you’ll
probably end up staying there much longer than you’ve planned.
Have a great time, and 11 we’re going to see / we’ll see you when
you get back.
Love Kath and Ollie
42
Future 1
3 Fill in the gaps with the present continuous or will-future form of the verbs in brackets.
Kirsty: Hi Elaine. It’s Kirsty here.
Elaine: Hello, how are you?
Kirsty: Fine. Listen, I know this is very short notice but are you doing
tonight?
(1 do) anything
Elaine: Nothing–why?
Kirsty: Well, I
you like to come?
(2 take) my class to the theatre, but one of them can’t go. Would
Elaine: I’d love to. What’s the play about?
(3 tell) you all about that a little later. I
Kirsty: Oh, I
up at 6.30 – is that okay?
(4 pick) you
Elaine: Yes, OK. Or how about meeting a bit earlier? We could have a coffee beforehand.
(5 see) the school principal at four, but I suppose I could come
Kirsty: Well, I
after that. My meeting
(6 probably/finish) at about 5.30. Is that okay?
Elaine: Yes, of course. What time does the play actually start?
(7 need) to be there before as
Kirsty: At 7.30, although we
I
(8 meet) my students at the theatre at seven. Afterwards they
(9 probably/want) to talk about the play for a little while. But I hope
that
(10 not/go on) for too long. There
(11 be) plenty of
time for us to discuss it at tomorrow’s lesson.
Elaine: That’s fine. I
(12 see) you at 5.30!
4 Write sentences about yourself.
1 Write two intentions about your future.
2 Write three plans or arrangements for your future.
3 Predict three things that you think will happen to the workplace in the future.
43
5
D
Test practice
General Training Reading Part 2
Read the passage below and answer Questions 1–7.
Company restructuring and policy changes
Our company is relocating next month. As a result, some restructuring will occur and there will
be some staff changes. Some employees are going to need to work remotely on a full-time basis
for several months, and Human Resources has been in touch with those affected. If you are still
unsure whether this applies to you, email your line manager.
Remote Working policy
The new Remote Working policy provides guidelines for employees required to work from
locations other than our offices. This arrangement may be permanent or temporary, and applies
to anyone who is going to be working in such a location for more than three days a week. If you
are already working from home for up to two days or only on certain days of the week, please
refer to the existing Working From Home policy, which remains unchanged.
Although some staff will be required to work remotely, other employees may also apply to do so
in special circumstances. Eligible employees are those who have been employed by our company
for at least two years. Only new parents and employees suffering from a short-term disability
may apply within these first two years. However, for certain departmental roles, permission
will only be granted once a home risk assessment has been carried out. The arrangement will
commence when all parties have reviewed and signed the remote working agreement. Those
working remotely on a more permanent basis must indicate their primary working address in this
document, which will also outline your responsibilities as remote employees.
Equipment and expenses
For any employees required to work from home, reasonable costs incurred from running a home
office will be reimbursed. However, for employees who request to do this, such expenses will not be
covered. We will provide non-voluntary remote employees with equipment that is considered essential
to their duties. This may include laptops, headsets and mobile phones. However, secondary equipment
(e.g. printers) is excluded. Stationery is going to be provided for all remote workers, and the company
letterhead should be used for all correspondence, but employees should notify their line manager of
all stationery taken out of the office.
44
Future 1
Questions 1–7
Do the following statements agree with the information given in the Reading Passage?
Next to questions 1–7, write
TRUE
if the statement agrees with the information in the passage
FALSE
if the statement contradicts the information in the passage
NOT GIVEN if there is no information on this
1 Employees who will need to work remotely will be contacted next month.
2 Your line manager can confirm whether you will be working remotely.
3 The Remote Working policy covers any employee working outside the office.
4 Some employees who have recently joined the company can ask to work from home.
5 The home risk assessment is done by a special department within the company.
6 Employees who are told to work from home will be provided with a printer.
7 Employees must collect stationery used for work-related mail from the office.
Grammar focus task
These are extracts from the text. Without looking back at the text, fill in the blanks with the
correct form of the verbs in brackets and then answer the questions that follow.
1 Our company
(relocate) next month.
2 As a result, some restructuring
changes.
3 Some employees
(occur) and there
(need) to work remotely on a full-time basis for several months.
4 This arrangement applies to anyone who
more than three days a week.
5 The arrangement
remote working agreement.
6 Stationery
(be) some staff
(be working) in such a location for
(commence) when all parties have reviewed and signed the
(be provided) for all remote workers.
Which future forms are used?
Why?
45
6
Future 2
present simple; be about to;
future continuous; future perfect
A Context listening
Context
Listening
is a university
lecturer. She gets nervous when she gives talks at conferences. Look at the
1A Janet
pictures. Which do you think would help Janet feel more confident and relaxed?
2
Listen to Janet’s conversation with her colleague, Phil. What advice does Phil give her?
3 6 Listen again and complete the sentences below. Write no more than three words for each
answer.
• 6
1 Janet
on the report all next week.
2 By the end of the year, Janet
the same talk at six conferences.
3 When she gets to Rome, Janet
very nervous.
4 Before he gives his talk in London, Phil
it at least ten times.
5 Janet is in a hurry because the train to the airport
in 20 minutes.
4 Look at the sentences used in Exercise 3 and answer these questions.
1 Which sentences talk about events that will be over before a time in the future?
2 Which sentences talk about events or situations in progress at a particular time in the
future?
3 Which sentence talks about a scheduled event?
46
Future 2
B Grammar
1 Present simple
We use the present simple with a future meaning
u to talk about timetables or schedules:
The conference only lasts three days.
The train to the airport leaves in 20 minutes.
u after conjunctions such as when, as soon as, after, before, until, as long as:
I’ll be feeling really nervous when I get to Rome. (not when I will get to Rome)
Can you do it before we have the departmental meeting? (not before we will have the meeting)
Note that other present tenses are also possible:
I won’t be able to relax until I’m actually giving my talk.
2 Be about to
+
–
?
am/is/are about to + verb
am/is/are not about to + verb
am/is/are ... + verb?
I’m about to go to Rome.
I’m not about to go to Rome.
Are you about to go to Rome?
We use be about to to talk about something likely to happen in the immediate future:
I’m about to go to Rome for a conference. (I will be leaving very soon)
! The negative form suggests the speaker has no intention of doing something:
I’m not about to cancel my trip. (= I have no intention of cancelling my trip)
3 Future continuous
+
–
?
will be + verb + -ing
will not (won’t) be + verb + -ing
will ... be + verb + -ing?
I’ll be feeling nervous.
She won’t be feeling nervous.
Will you be feeling nervous?
We use the future continuous
u to describe or predict events or situations continuing at a particular point in the future or over a
period of time in the future:
I’ll be working on the report all next week.
I’ll be working on the report
NOW
u
N E X T
W E E K
I’ll be thinking of you in Rome.
By the year 2020 it is estimated that well over one billion people will be learning English.
to talk about events that are planned or already decided (this use is similar to the present
­continuous for future arrangements):
I’ll be seeing Sarah at lunch.
47
6
4 Future perfect simple
+
–
?
will have + past participle
will not (won’t) have + past participle
will ... + have + past participle?
I’ll have done it by then.
We won’t have done it by then.
Will you have done it by then?
We use the future perfect simple to talk about a future event that will finish before a specified time in
the future, often with before, by + fixed time, or in + amount of time:
By the end of the year I will have given the same talk at six conferences!
I’ll have finished it by next Friday.
In a week’s time I’ll have written the report.
5 Future perfect continuous
+
–
?
will have been + verb + -ing
will not (won’t) have been + verb + -ing
will ... + have been + verb + -ing?
I’ll have been studying here for three months.
We won’t have been studying here for long.
How long will you have been studying here?
We use the future perfect continuous to show how long an activity or situation has been in progress
before a specified time in the future. We usually mention the length of time:
By the end of the month I’ll have been working here for three years.
Grammar extra: The future in the past
We use was/were going to, was/were planning to, was/were about to + verb to talk about
something planned which did not or will not happen:
I was going to leave this morning but they cancelled my flight.
We were about to leave when the phone rang.
48
Future 2
C
Grammar exercises
1 The following chart shows the results of a class survey about planned activities for Saturday
afternoon. Complete the sentences using the future continuous tense.
Class plans for Saturday afternoon
40
30
20
10
0
do sport
play
read books
computer games
1 Twelve students
watch tv
study
rest
see friends
will be watching TV on Saturday afternoon.
2 The students
books on Saturday.
3 The largest group of students
this Saturday afternoon.
4 A similar number of students
and
5 A very small number of students
this weekend.
6 Approximately 15 students
this weekend.
Write what you will be doing at the following times.
7 At six o’clock tomorrow I’ll
8 Next Saturday afternoon I won’t
9 On Sunday morning
10 In a year’s time
49
this weekend.
6
2 Read the following projections about the future population of Australia.
Population projections
According to the latest available projections (which are based on several
­combinations of assumptions reflecting past trends in births, deaths and
migration), the total population of Australia is likely to have increased to between
32.3 and 33.3 million by 2035.
The projected population will increase at a declining rate. The average annual
growth rate is predicted to be between 0.4 and 0.5 during 2025–2035. Without
overseas migration, the projected total population should peak at about 35 million
in 2041, and then start to decline marginally.
Age distribution
The projected population will age progressively due to the increasing proportion of
the elderly (aged 65 years or more) and the decreasing proportion of children (aged
under 15 years). In brief, the number of persons aged under 15 is projected to be
between 6.8 and 7.3 million in 2035; the population of working age (15–64 years)
is projected to increase to between 19.4 and 20.0 million in 2035; and the number
of persons aged 65 years or more is projected to increase to between 5.68 and
5.72 ­million in 2035. The projections also show significant increases in the number
of persons aged 80 years or more.
Write the verbs in brackets in the future perfect tense. Then choose the correct ending for each
sentence.
1 By the year 2035 the population of ­
Australia will have reached (reach)
a by the early 2040s.
2 The population of Australia
(peak)
b to almost 5.72 million.
3 By the year 2035 the number of children
(rise)
aged under 15
c a maximum of 33 million.
4 By 2035 the number of people of working
(grow)
age in Australia
d to between 6.8 and 7.3 million.
5 By 2035 the number of people aged 65 and
(go up)
over
e significantly.
6 By the year 2035 the number of people aged
(increase)
over 80
f to around 20 million.
50
Future 2
3 In six of these sentences there is a verb in the wrong tense. Underline each mistake and write
the correction.
I find
1 When I’ll find the answer I’ll let you know.
2 My exams finish on 27th June.
3 I’ll be fine in the interview as long as they won’t ask me technical questions.
4 What time is your meeting about to start tomorrow?
5 I’ll hand in my notice for this job after I’ll get the contract for my new one.
6 I’ll text you before we set off.
7 The bus doesn’t arrive until 7.30 in the evening.
8 I’ve got my schedule for the Japan trip. We’re about to fly to Tokyo at 10 am on
Monday, and then travel by train to Kyoto for one night.
9 The moment I’ll receive my results I’ll phone you.
4 Fill in the gaps with a future form from this unit and the verbs in brackets.
Teacher: What will you be doing (1 you/do) this time next year?
(2 travel) round the
Student 1: Well, that’s difficult to say but I hope that I
world. Before then I
(3 hopefully/save up) enough money for
the ticket. I plan to end up in Australia and when I
(4 get) there I’ll get a job and earn some money. So, in a year’s time
I
(5 probably/travel) for a few months already. I hope that
I
(6 visit) quite a lot of different countries by then too.
Teacher:
What do you plan to do when you graduate?
(7 do) a journalism course,
Student 2: Well, my plans have changed a bit. I
but I didn’t get accepted. So I’ve sorted something else out and
I
(8 start) a hospitality course tomorrow, actually. It’s for six
months, so I
(9 not/finish) in time to go travelling next spring,
unfortunately. However, as soon as I
(10 find out) if I’ve passed
the course, I can apply for a job in a hotel in Australia.
51
6
D
Test practice
Academic Writing Task 2
You should spend about 40 minutes on this task.
Write about the following topic:
In some countries, birth rates are falling and experts say that by 2050
these countries will have far more adults aged 65 and over than
children under 15.
What problems might this cause in the future?
Can anything be done to solve this issue?
Give reasons for your answer and include any relevant examples from your own knowledge or
experience.
Write at least 250 words.
Grammar focus task
Read the model answer. Without looking back at the model, fill in the gaps in these extracts
using the verbs in the box in the correct future tense.
become happen have to pay rise work
1It is predicted that, by 2050, the percentage of the population aged 65 or older
significantly in some places.
2Firstly, as most people retire in their 60s, this means that fewer people
and therefore fewer people
income tax.
3When they
growing number of elderly.
4Until this
,
adults, they will need to work much harder to support the
, the retirement age could be raised.
(also) make sure
5However, in order for this plan to work, governments
that this older generation remains healthy and fit enough to continue working.
52
Countable and uncountable nouns
countable
countable and
and uncountable
uncountable nouns;
nouns; quantity
quantity expressions
expressions
(many,
(many, much,
much, aa lot
lot of,
of, some,
some, any,
any, aa few,
few, few,
few, no)
no)
7
A Context listening
Context
1A You
are going Listening
to hear Alan and Sara talking about advertising a spare bedroom to rent. Before
you listen, look at the types of furniture below. Tick the furniture you think might be in the room.
2
shelves
a wardrobe
a lamp
a bedside table
a filing cabinet
a bed
a desk
a mirror
a sofa
a towel rail
a coffee table
a rug
• 7
Listen and answer the questions below.
1 Which three pieces of furniture are in the room?
A a bed
C a desk
E a mirror
B a bedside table
D a lamp
F a wardrobe
B C
2 What does the desk look like?
A 3
7
Listen again and fill in the
gaps in the advertisement. Write no
more than one word or a number for
each answer.
Accommodation for rent
Small, furnished 1
available. Sunny
with a nice view of the 2
. Good
location close to two types of 3
.
Rent 4 £
per 5
. Rent
includes 6
and all other bills.
4 Look at the two groups of nouns in the table below. How are they different? Add the nouns
from Exercises 2 and 3 into the table in the correct group.
Group 1
Group 2
advertisement
website
windows
money
transport
accommodation
53
7
B Grammar
1 Countable and uncountable nouns
Countable nouns
Uncountable nouns
u
u
u
u
u
u
generally have a singular and plural form:
a window, lots of windows
! Some countable nouns only have a plural
form: clothes, trousers, jeans, scissors
take a singular or plural verb form:
The window is big. The windows are big.
can be replaced by a singular or plural
­pronoun:
I’d like that desk; it’s better than mine.
It’s got shelves as well. They’re really handy.
can be measured with weights and measures:
two kilos of potatoes
or numbers: It’s got three drawers.
u
u
u
can be used with a/an:
a desk, an apple
u
cannot be plural: advice (not advices),
­furniture (not furnitures), data
! Some uncountable nouns look plural but
they are not: news, economics, physics
take only a singular verb form:
The natural light is really nice.
can be replaced by a singular pronoun:
‘What shall we say about the furniture?’
‘Well, it’s not luxurious but it is very
­comfortable.’
can be measured with weights and measures:
two kilos of sugar
or with words like a piece of, cup of, bit of,
slice of: a piece of information
cannot be used with a/an:
information (not an information)
2 Some and any
Some
is generally used in positive statements: There are some shelves above the desk.
can also be used in questions and particularly in requests and offers:
Would you like some biscuits?
u means ‘an unspecified (not large) amount’:
It would be great to get some money to help with the rent. (we don’t know how much money)
! We use some of with other determiners (e.g. my, the, these) to refer to a particular group:
Some of my students have part-time jobs.
u
u
Any
is usually used in negatives and questions:
My desk hasn’t got any drawers.
Has your desk got any drawers?
u can also be used in positive statements to mean ‘it doesn’t matter who/which/where/when’:
Call me any time if you need further help. (= it doesn’t matter when you call)
! We can also use no + noun to mean the same as not ... any:
My desk has got no drawers. (= my desk hasn’t got any drawers)
We use no when the noun is a subject:
No applicants had the necessary experience for the job. (not Not any applicants)
u
Words like something/anything, somebody/anybody, etc. follow the same rules as some and any.
54
Countable and uncountable nouns
3 Quantities
We can use the following words to say how many or how much:
Plural countable nouns
Uncountable nouns
everything
all (of )
all (of )
large quantities
lots of / plenty of / a lot of
many (of )
most (of )
a large/considerable/substantial number of
lots of / plenty of / a lot of
much (of )
most (of )
a large/considerable/substantial amount of
medium quantities
some (of ) / a certain number of
some (of ) / a certain amount of
small quantities
(a) few (of )
a small/limited/tiny number of
(a) little (of )
a small/limited/tiny amount of
nothing
no / not any / none of
no / not any / none of
A few and a little are different from few and little. Compare:
Few rooms have such good natural light. (= not many, so you are lucky)
We have a few rooms available with a sea view. (= a small number)
Little research has been done in this area. (= not enough)
A little research has already been carried out in this area. (= a small amount)
! We use a few of with other determiners (e.g. my, the, these) to refer to a particular group:
A few of the rooms have a sea view.
Lots of / a lot of are less formal than much/many:
There are lots of advertisements for accommodation in the paper.
Many scientists believe that global warming is having a negative impact on our climate.
! We do not usually use lots of with negative statements:
We don’t have a lot of / much time so we’ll have to be quick. (not we don’t have lots of time)
! We do not usually use much in positive sentences:
I found a lot of information on the Internet. (not much information)
Grammar extra: Nouns that can be both countable and uncountable
Sometimes the same noun can be either countable or uncountable depending on the meaning
(e.g. light, room, cake, time). Materials and liquids can also be either (e.g. glass, paper, coffee,
wine). Compare:
The natural light is really nice. (uncountable)
Both of the lights in the ceiling are really old. (countable)
There isn’t much room for a desk. (uncountable = space)
We have two spare rooms. (countable = rooms in a house)
Do you drink much coffee? (uncountable = in general)
I’d like to order a coffee, please. (countable = a cup of coffee)
55
7
C
Grammar exercises
1 Fill in the gaps with a word from the box below in the correct form. If the word is countable,
you may need to change it to a plural form.
advice
cake
challenge electricity
information situation size
1 I’ve faced many challenges in my life, but none as difficult as this.
I heard while I was a student was to take regular breaks when
2 Some of the best
studying so that you don’t lose concentration.
3 A dictionary is a wonderful source of
4 I’ve made some little
.
for Claire’s birthday party.
5 One hundred years ago cars all looked the same but these days they come in lots of
.
­different shapes and
6 My job as a journalist means I can find myself in difficult
it’s never boring.
7 There was no
at times, but at least
in the remote cottage, so they had to cook over the fire.
2 Underline the correct form of the verbs.
1 Despite the recent improvement in the economy, unemployment has continued / have
­continued to rise.
2 Our company hasn’t changed its products for over 30 years but now the time has come / have
come for a rethink.
3 The ideas in the report was / were presented in a very clear way.
4 The data show / shows that the number of people buying mobile phones has remained
stable for the past two years.
5 Transport to and from the airport is included / are included in the price.
6 There was / were no facilities like running water or electricity in the village.
7 All the information is / are interesting and well presented, but we need to consider the
whole situation very carefully before we reach a decision.
8 There was / were some important news about the proposed new hospital in the local
paper today.
56
Countable and uncountable nouns
3 Fill in the gaps with amount, number, few, little, many or much.
How much sleep do we need?
factors, including
The 1 amount of sleep each person needs depends on 2
age. Infants generally require about 16 hours a day. For most adults, seven to eight hours
a night appears to be the ideal 3
of sleep, although a 4
people
may need as 5
as five hours’ sleep or as 6
as ten hours’ sleep each
day. Getting too 7
sleep creates a sleep debt, and eventually, your body will
demand that the debt be repaid.
of people over 65 have frequent sleeping problems, such as
A large 8
­insomnia, and deep sleep stages in 9
elderly people often become very short
or stop completely. Microsleeps, or very brief episodes of sleep in an otherwise awake
person, are another mark of sleep deprivation. In 10
cases, people are not
aware that they are experiencing microsleeps. The widespread practice of burning the
candle at both ends in western industrialised societies has created so 11
sleep
deprivation that what is really abnormal sleepiness is now almost the norm.
4 Read the extract from a talk about a holiday destination. Decide if the underlined ­
quantity ­expressions are correct or not. Tick (✓) them if they are right and correct them if
they are wrong.
The island is beautiful. Don’t be dismayed when you get off the plane and
find yourself in a large, rather ugly city with 1 a little sense of the old way
of life you have read about. Just a short car ride away is the island you have
been promised with its small villages and slow pace of life. And there really is
2 anything for everyone. For those that like sunbathing, it has 3 some of the
most beautiful beaches in the world. If you like walking, the paths take you
through some breathtaking scenery.
4 Little other places can match the stunning landscape of this island. For
water sports enthusiasts, there are 5 any unusual activities such as diving for
pearls or turtle spotting, along with 6 few of the more common sports such
as waterskiing or windsurfing. If history is your thing, don’t worry. There’s
7 much history round every corner. Ruins from the ancient civilisations that
lived here over 3000 years ago are everywhere, and although 8 a lot of people
come here just to see the palace, you can find some lesser remains scattered
around the surrounding hills.
Visit it 9 some time of the year and you will not be disappointed. Not
10 many places in the world can offer so much. 11 Not any holiday will ever
match this one – our island has got it all!
57
1
2
3
4
5
6
7
8
9
10
11
a little
7
D
Test practice
Speaking Parts 1, 2 and 3
Part 1 (4–5 minutes)
The examiner will ask you some questions about familiar topics.
1.
2.
3.
4.
5.
6.
Let’s talk about your hometown. Have you always lived there?
What do people in your hometown usually do in their free time?
Do you prefer to live in a hot climate or a cold climate? Why?
What sort of things do you enjoy doing in the winter months?
Is it important for people to be active? Why/why not?
What things do you do to take care of your health?
Part 2 (3–4 minutes)
Describe an occasion when you had a memorable
new experience.
You should say
• What the new experience was
• Where the new experience took place
• How you this experience made you feel
And say why this experience was memorable.
You will be asked to talk about a
topic for 2 minutes. You will be
given one minute to think about
what you are going to say, and you
can make notes if you want to.
• Do you enjoy new experiences like this?
Part 3 (4–5 minutes)
The examiner will ask you to discuss some more general issues.
Now I’d like to ask you some questions about new experiences in general.
7. Do you think it’s important for children to have new experiences? (why / why not)
8. Why do some people not enjoy new experiences?
9.We talked about a memorable occasion, what do you think makes an occasion
memorable?
10. How important is it to have photographs of memorable occasions? (Why?)
58
Countable and uncountable nouns
Grammar focus task
Match the following answers to the speaking task questions. Then decide whether the
underlined nouns are countable, uncountable, singular or plural, and choose the correct word.
A My job means I am sitting at a desk almost all day, so I try to make sure I do as many / much
exercise as I can. I think sleep is important too, so I also try to get as many / much sleep as
I can. And I limit the amount / number of sugar I eat!
B There isn’t a lot to do really. It’s quite a small town so there are only a few / little shops and
there’s some / a small cafe but that’s all.
C The reason I remember it so well is that, because it was a completely new school and
neighbourhood, so I didn’t know any / some of the students at all, so I felt really lonely and
a little scared.
D Well, I think some / a people have the type of personality that wants and even needs some /
an excitement on a regular basis. But others feel the opposite, they prefer routine and to have
familiar things around them. For much / a lot of people new experiences can be very
uncomfortable, or even frightening.
Speaking test. Test tip: Try to practice with a partner, and record your answers. Do you pause
often? Write out some of your answers to check your grammatical range and accuracy.
59
8
Referring to nouns
articles; other determiners (demonstratives, possessives,
inclusives: each, every, both, all, either, neither etc.)
A Context listening
A You
Context
are going Listening
to hear a speaker at an environmental awareness conference talking about a
1
European constellation satellite called Sentinel 1. Before you listen, put the words below into
two groups: the environment and satellites.
2
climate
fully-equipped
global warming
instrument
launch
monitoring
observation
operational costs
outer space
ozone depletion
precise
• 8a Now listen to the talk and complete the notes below.
Write no more than two words or a number for each answer.
Sentinel 1 satellite constellation
• Sentinel 1 was launched 1
.
• Sentinel 1 has 2
synthetic-aperture radar instruments.
• In the 1990s ESA launched 3
and 4
• ESA will spend 2.56 billion euros over 5
• This is the same as 6
3 Underline the correct words.
.
.
of coffee per person per year.
8a
Listen again to check your answers.
1 Sentinel 1 is a/the fully-equipped observation satellite.
2 A/The satellite was launched in 2014.
3 With its radar instrument systems it is equipped with –/the best eyes possible and offers
everything that –/the scientists could wish for.
4 The total cost of the Sentinel 1 Programme is 2.56 billion euros over 15 years. Included in
that/this sum is development and construction of the instruments.
5 Neither/None of our countries can afford to let down their environmental guard.
4 Look at your answers to Exercise 3 and answer these questions.
1 Why do we say a satellite in sentence 1 and the satellite in sentence 2?
2 In sentence 3, why do we use an article before best? Why don’t we use an article in front of
the word scientists?
3 In sentence 4, what does this sum refer to?
4 In sentence 5, why can’t we use neither?
60
Referring to nouns
B Grammar
1 Articles
a/an
We use a/an
u to refer to something for the first time:
I’d like to talk to you today about an exciting development.
u to refer to any one from a group of several:
Climate protection is a challenge for our entire society. (one of many challenges)
u to classify people or things as belonging to a group:
Sentinel 1 is a fully-equipped observation satellite. (there are different kinds of satellite)
u to say what job somebody does:
My sister is an engineer.
!
We can only use a/an with singular countable nouns.
the
We use the
u when the listener/reader knows which thing we mean (it may have been mentioned before):
Sentinel 1 is a fully-equipped observation satellite ... The satellite was launched in 2014.
or it is understood which thing we mean:
As part of the conference on environmental awareness ... (we are at the conference now so it is
clear which one I mean)
Compare:
I went to a conference on environmental awareness last week. (the person I am talking to does not
know which conference I am talking about)
u when there is only one of this thing:
the Earth, the sun, the twentieth century, the sixties, the Government, the Prime Minister (there is
only one government and one prime minister in each country)
u for superlatives (see Unit 11):
It is equipped with the best eyes possible.
u to talk about playing a musical instrument:
He plays the piano and she plays the guitar.
u with certain proper nouns:
nationalities (the British, the Chinese, the Egyptians)
rivers (the Thames, the Yangtze, the Nile)
island groups (the Maldives, the Philippines, the Seychelles)
mountain ranges (the Alps, the Himalayas)
seas and oceans (the Black Sea, the Mediterranean, the Pacific)
country names that represent a group (the United Kingdom, the United States of America)
many famous/historical buildings (the White House)
noun phrases with of (the Great Wall of China, the Temple of Heaven)
! With university names we can say the University of Bath or Bath University.
61
8
No article
We use no article
u with plural or uncountable nouns to talk generally about things:
It will deliver information about our changing environment.
It offers everything that scientists could wish for. (scientists in general, not a specific group of
­scientists)
u with certain proper nouns:
continents (Europe, Asia)
countries (Australia, China)
states or counties (Michigan, Cambridgeshire)
towns and cities (Tokyo, Melbourne)
mountains (Everest, Kilimanjaro)
lakes (Lake Superior)
companies (Microsoft, Sony)
buildings and places with the name of a town (Heathrow Airport)
u with mealtimes:
I have lunch at 12.30.
u in common expressions after prepositions:
to/at school/university; to/in class; in prison/hospital/bed
! We can use the/a if we want to be specific. Compare:
When I was a child I used to walk to school.
When I was a child I went to the school on the other side of town.
However, we cannot use an article with the following expressions:
at home; at/to work; at night; by bus/bicycle/car/train/plane; on foot
2 Demonstratives: this, that, these, those
We use these words to show whether something is near or remote, in terms of time or place:
near
remote
time
I’d like to talk to you this morning about an
exciting development. (today)
My mother called me later that day. (I am telling
you this on a different day)
place
I like these pictures. (here)
Oh, I prefer those pictures. (over there)
We can use this/that/these/those to refer back to something previously mentioned in the text:
The total cost of the Sentinel 1 programme is 2.56 billion euros over 15 years. Included in this sum ...
(this sum = 2.56 billion euros)
We can refer back to whole sentences or ideas with this and that:
Seeing the Earth from outer space highlights how tiny and fragile our planet is. Sentinel 1 helps people
to understand that. (= understand how tiny and fragile our planet is)
There is often very little difference between this and that when used in this way, so we could say:
Sentinel 1 helps people to understand this.
62
Referring to nouns
3 Possessives
We use possessive determiners (my/your/his/her/its/our/their) to tell us what or who something
belongs to:
our blue planet; their children
! We cannot use possessive determiners after other determiners (e.g. a, the). We use determiner +
noun + of + possessive pronoun:
this planet of ours (not this our planet)
We use ’s with singular nouns and irregular plural nouns. We use s’ after regular plural nouns:
Europe’s technological showpiece; the children’s toys; my parents’ house
We usually use noun + of instead of ’s when the thing we are referring to is not a person or animal:
the price of the hotel (not the hotel’s price)
4 Inclusives
each, every
Each and every are used with a singular noun and verb.
Each is used for things or people in a group of two or more, with a focus on the individuals in the
group:
Each European citizen has therefore invested seven euros in the environment.
Every is used for three or more things, with a focus on the group. Often the difference in focus
­between each and every is very small:
Every citizen will have access to precise information about changes in the environment. (= Each
­citizen ...)
We can use each (but not every) + of + noun/pronoun:
Each of the students gave the teacher a present. (not every of the students)
all, most, some
We use all/most/some + plural noun and verb to talk about things in general:
Most children like sweets.
Some people believe space exploration is a waste of money.
We use all/most/some + of + pronoun or determiner + noun or to refer to a specific group:
Most of the children at my school play football.
! We do not need to use all + of before a noun, but we need of before a pronoun:
All the children at my school play a musical instrument.
All of them like music. (not all them)
! When all is followed by a singular noun referring to time, the meaning is different. Compare:
I worked hard all day. (= I worked hard for one whole day)
I worked hard every day. (= I regularly worked hard)
63
8
Both, neither, either, none
Both, neither and either refer to two people or things. We use both + plural noun and either/neither +
singular noun:
Both satellites were launched in the 1990s.
Neither person knew very much about Sentinel 1 before the conference. (= not one or the other)
I don’t mind where we go. Either restaurant is fine. (= one or the other is fine)
We use both + of + determiner + plural noun (or pronoun) with a plural verb. We can use either/
neither + of + determiner + plural noun (or pronoun) with a singular or a plural verb:
Neither of my sisters lives/live in the same town as me.
Both of them are married. (not Both of them is married.)
!
None means ‘not one’ (of a group). It can be followed by a singular or plural verb:
None of our countries is/are able to ignore the implications of global warming.
64
Referring to nouns
C Grammar exercises
1 In some of these sentences there is a mistake with articles. Underline each mistake and write
the correction.
1 My father likes the classical music and listens to it all the time. the classical music
2 I saw a man sitting in a restaurant. A woman came and joined him, but the man got up and
3
left without speaking to her!
3 Sun was shining and it was a lovely day.
4 I can play piano.
5 I come from United Arab Emirates.
6 I’ve applied to study at the University of Edinburgh.
7 I usually go to work by the bus.
8 My husband is doctor.
9 Sorry I’m late – car wouldn’t start this morning.
10 I’m going to take a cruise down river Nile.
11 I once saw a cat wearing a pink coat and boots!
12 My husband collects the antiques. He’s always going to auctions.
2 Fill in the gaps with a/an or the or put a cross (7) if no article is needed.
Borneo born and bred
1 X Local legends say that 2
Borneo’s
few thousand wild elephants are descendants
from those brought to 3
island from India
or Malaysia as 4
gift to 5
sultan
in 6
eighteenth century. Biologists from
7
Columbia University’s Centre for
­Environmental Research and Conservation
­compared DNA samples from Borneo elephants
with Asian elephants in Sumatra, India and elsewhere. 8
findings
­confirmed their suspicions: Borneo’s elephants are genetically different. In
fact 9
DNA differences are so great between them and their closest
populations may
relatives (elephants in Peninsular Malaysia) that 10
have separated up to 300,000 years ago, say 11
scientists. The animals
became isolated when 12
island became totally cut off from the
mainland due to 13
rise in sea level. Borneo’s elephants are, therefore,
14
important, separate population.
65
8
3 Underline the most suitable words.
Report on holiday survey
1 This/That survey aimed to find out about 2 people’s / the people’s ideal holidays. We
used 3 the interviews / interviews and 4 the questionnaires / questionnaires to collect
5 our/their data. 6 Both/All of 7 those/these methods of data collection were quick and
simple to carry out and 8 neither/none of them were too demanding of the public.
9 Our findings / Findings show that many people like to take their holidays in the
summer. 10 This/The view was reinforced by the destinations suggested by 11 the people /
people involved in 12 a survey / the survey. 13 The beach holidays / Beach holidays were
the most popular, particularly in 14 the Spain / Spain or 15 the France / France. 16 Most/
Both people in the survey said they looked forward to their ­holiday. 17 Each/All person
we interviewed agreed that it was important to have at least one holiday 18 every/all year.
19 The price of the holiday / The holiday’s price was important to most people, with general agreement that value for money was a primary consideration.
4 Fill in the gaps with words from the box.
both each every my neither none that
that their this those
My home town is smaller than London, but there are some similarities. 1 Each of the two
cities is famous for its architecture. For example, 2
Kuala Lumpur and London have tall,
modern buildings, set amongst older historical buildings. Although both cities have rivers
running through them, 3
city is by the sea, which is a shame, as I think some of the
most beautiful cities in the world are by the sea.
4
major city in the world has one thing in common – being large and busy – and
5
is true of both London and Kuala Lumpur. In fact, some people don’t like my city
because it is so noisy and busy, but 6
is one reason why I love it.
A lot of city markets take place in the day-time, but in 7
home city they don’t open until
it’s dark! Malaysians tend to buy all their groceries at the night markets. In London people tend
to use supermarkets for 8
food shopping.
It is always hot in Kuala Lumpur, but London can get very cold. 9
’s probably why you
get outdoor restaurants all over Kuala Lumpur all year round whereas in London there are
almost 10
in the winter. In some restaurants in Kuala Lumpur, you can go to the kitchen
and point at the food and say, ‘I’ll have one of 11
, please!’ You can’t do that in London!
66
Referring to nouns
D Test practice
Listening Part 4
• 8b
Questions 1–10
Complete the notes.
Write NO MORE THAN ONE WORD for each answer.
The history of formal fitness and exercise
• Exact origins are unknown
• 2000 BC
¡
In Ancient Egypt, people did acrobatics for 1
¡
There are written records of early martial arts being practised in 2
as well as sport
• 750 BC
¡
¡
First Olympic Games held in Ancient Greece
The Ancient Greeks
– ran the first training programmes aimed at 3
– used exercise equipment (e.g. special weights made of 4
of different sizes)
– used weights as resistance when doing exercises and when 5
¡
Writers such as Plato tell us exercise was an important part of the 6
¡
Famous physician Hippocrates linked exercise to health in his writing
• Dark Ages / Middle Ages
¡
The idea of physical fitness disappeared
• 1700s
1760 – Germany – exercise was made part of the 7
more sociable
¡
system and so became
1799 – first private club – like today’s gyms it had equipment and offered 8
¡
• 1800s
¡
Attila gyms were created
– the first 9
company focused on personal training
– introduced several pieces of equipment
– the first gyms to focus on exercise as a way to fight 10
67
8
Grammar focus task
Look at the following extracts from the recording. Which words or ideas do the underlined
words refer to in the text?
1 In fact, this concept has a long and complex history …
2 The earliest of these indicate that around 2000 BC, so that’s over 4,000 years ago, the
Egyptians did acrobatics …
3 In China, during the same period, …
4 Another important difference at this time is the use of special equipment
5 But in Germany, this began to change when a school introduced fitness into their curriculum
and the idea was then copied by others.
6 And by 1799, just before the end of the century
7 This very much resembled what we would regard as a modern gym today.
68
Pronouns and referencing
personal,
personal, possessive
possessive and
and reflexive
reflexive pronouns;
pronouns;
avoiding
avoiding repetition
repetition
9
A Context listening
Context
are going Listening
to hear a conversation between Chi Wen, a student from Hong Kong who is
1A You
studying in Australia, and her homestay host Mrs Smith. Which household chores do you
think Chi Wen will have to do?
2
• 9
Listen and write
A if Mrs Smith will do this B if Chi Wen will do this C if both of them will do it
1 cook dinner
4 make lunches
6 wash sheets
2 make breakfast
5 wash clothes
7 clean the house
3 buy food
3
9
Listen again and fill in the gaps.
1 I can introduce
2 I know
to a friend of
, Yi Ling.
’s really enjoying
here in Australia.
3 Now, I have had a lot of students staying with
few rules.
over the years and I do have a
want everyone to feel at home so
4 First of all, my husband and
everyone as if
were a member of our own family.
5 And what about other meals? Can I cook for
treat
?
6 Yes, everyone makes their own breakfast and I always make sure there is plenty of food in
can prepare
a packed lunch if you like.
the fridge so
7 I expect everyone to wash and iron for
8 Can I use
.
to make local calls?
4 Put the words you wrote in Exercise 3 into four groups.
I,
myself,
me,
mine,
69
9
B Grammar
1 Personal and possessive pronouns
Subject personal pronouns:
Object personal pronouns:
Possessive pronouns:
I, you, he, she, it, we, they
me, you, him, her, it, us, them
mine, yours, his, hers, ours, theirs
We use pronouns to replace nouns and avoid repetition of the noun:
I can introduce you to my friend, Yi Ling. She’s a student from China. (not Yi Ling’s a student)
We use subject pronouns before verbs:
I only arrived last month.
and object pronouns after verbs or prepositions:
I have had a lot of students staying with me over the years.
We use possessive pronouns to replace a possessive determiner and a noun:
I don’t have a phone here. Can I use yours? (= your phone)
! Its is not used as a possessive pronoun.
2 Reflexive pronouns
Reflexive pronouns:
myself, yourself, himself, herself, itself, ourselves, yourselves, themselves
We use reflexive pronouns
u when the subject and the object of the verb are the same:
You can prepare yourself a packed lunch if you like.
u to add emphasis to the subject or object:
I clean the kitchen and the living areas myself. (= I do it, not anybody else)
u with by to mean on my own / on your own etc.:
I clean the kitchen and the living areas by myself. (= on my own)
u after some set expressions in the imperative with yourself / yourselves:
Help yourself. Look after yourself. (= be careful) Enjoy yourselves.
Notice the use of each other / one another below:
The boys taught themselves English. (= each boy taught himself English)
The boys taught each other / one another some new words. (= each boy taught the other boy some
new words)
!
70
Pronouns and referencing
3 Some special situations
It
We can use it
u as a subject to start a sentence without carrying any meaning. Often the sentences are about the
weather, the time or distance:
It didn’t always rain. It’s five o’clock. It’s 10 km from the sea.
u to start sentences when the real subject is an infinitive or an -ing form:
It won’t take long to settle in. (= to settle in won’t take long)
u to refer to phrases, whole sentences or ideas:
I only arrived last month and I am still finding it all a bit strange, actually. (= living in a foreign
country)
We use there + be + noun phrase to show something exists (or doesn’t exist), not it:
There’s a good coffee shop near here. (not It is a good coffee shop near here.)
!
You and we
To talk about everybody in general we can use
u you:
In Australia you often eat sandwiches for lunch. (= people in Australia)
u we (when we include ourselves in the group):
We often eat lunch in a bit of a hurry. (= Australian people in general, and the speaker is Australian)
They
We can use they
u to mean experts or authorities:
They have changed the law recently. (= the government)
They have discovered a new kind of beetle. (= scientists)
u when we do not know or do not need to say if the person is male or female:
I asked a student if they liked learning English and they said no!
One/ones
We can use one/ones to avoid repetition of a countable noun:
I do have a few rules. The most important one is that I want everyone to feel at home. (= the most
important rule)
71
9
C Grammar exercises
1 Fill in the gaps with it, its, itself, they, their or themselves.
Anatomy of a bat
The entire wing of a bat is called the patagium. Many species also have a membrane
their
hind limbs enclosing the tail. The patagium is full of
between 1
fine blood vessels, muscle fibres and nerves. When it is cold, these bats wrap
2
up in 3
wings like a coat. In warm weather 4
wings in order to cool 6
bodies.
flap 5
The bat has claws on 7
thumbs and sometimes on the toes of 8
to hang
fore and hind limbs. The rear claws enable 9
10
on to a tree branch or ledge.
All bats are active at night or at twilight, so 11
eyes are poorly developed.
use 13
nose and ears to orientate
Instead 12
14
.
72
Pronouns and referencing
2 Find and correct 13 places where nouns could be replaced with the pronouns in the box to
make the email sound more natural.
He He he he he him himself it it it mine
They us yours
Liz Jenkins
Sandy Moore
University life
Dear Liz
I’m sorry I haven’t emailed you for a while. I’m really busy with my studies at the
moment. My course is going well and I’m enjoying my courseita lot. The trouble is that
my course takes up all my time. How is your course going?
I hope you will be able to visit me soon. I’d like you to meet my friends. My best
friend here is Paul. Paul lives in the flat next to my flat, and I usually eat most of
my meals with Paul. At the moment I’m doing most of the cooking though, because
Paul had an accident last week. One of the reasons for the accident is connected to
some changes at the university recently. The university authorities have decided that
students shouldn’t be allowed to bring cars up to the campus, so more and more of
the students are cycling. Because of this new rule, Paul was riding his bicycle to the
university. While he was cycling along, a car driver drove into the back of his bike. The
car driver didn’t stop and check if paul was okay. Luckily Paul was not badly hurt and
managed to pick up his bike and get to the doctor’s surgery. The doctor said his finger
was probably broken and strapped his finger up, so he can’t hold anything in his right
hand at the moment and Paul can’t really cook for Paul.
Anyway, he’d like to meet you, so we must arrange a time for you to come here.
Get in touch soon.
Love, Sandy
73
9
3 Fill in the gaps with a suitable pronoun or there.
Teacher: Do you think that governments spend too much on space exploration nowadays?
there
are a lot of different factors to take into
Student: Well, I think that 1
c­ onsideration. For example, some countries want to show the rest of the world that
2
are successful and 3
can do this with a space exploration
programme. 4
seems that 5
is more important for these
countries to impress the world than to look after their own people. Sometimes
6
is difficult to understand this because every country in the world has
7
problems and has poor people that need to be looked after because
they can’t look after 8
. So, yes, I do think that these countries should
look after people first before 9
start trying to send men to the moon!
10
are too many other problems here on Earth that we need to sort out.
4 Underline the correct words.
There are many reasons why 1 we / they should recycle household waste. The main
reason is to avoid using up valuable resources making new things when 2 it is / we
are not necessary. However, I do not think the government should make 3 it / the law
compulsory for people to recycle their waste.
If the government makes a law that all households must recycle 4 their / its rubbish,
5 the law / it could lead to more problems. For example, how can 6 you / people check
that people are recycling everything? 7 It is not practical to do this. / To do this is
not practical. In addition, there is the argument that individuals should be allowed to
decide for 8 each other / themselves whether to throw something away or to recycle
9 it / something.
I believe the most sensible approach is for the government to put more money into
recycling schemes. The most successful are 10 the ones / them where the government
gives each household special boxes to put different kinds of waste in, and 11 the
government / they provide a regular collection service. 12 They / There are separate
boxes for plastic, metal, glass etc. This makes 13 to recycle easier for people / it
easier for people to recycle and 14 they / there are therefore less likely to throw
things in the rubbish bin.
74
Pronouns and referencing
D
Test practice
Academic Writing Task 2
You should spend about 40 minutes on this task.
Write about the following topic.
Governments spend millions of dollars each year on their space
programmes. Some people think this money would be better spent on
dealing with problems on Earth.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
You should write at least 250 words.
Grammar focus task
Look at these extracts from the model answer. Match the pronouns (1–5) to the uses (A–E).
1 it is understandable that some would see this as a waste of money.
2 they must do this while using as little energy as possible.
3 it is hoped we will see even more important ones in the future
4 We can also monitor what is happening in the universe around us
5 it can be of benefit to all of us.
A to refer to astronauts
B to refer to innovations
C to refer to people in general
D to refer to space research
E a subject which doesn’t carry a specific meaning
75
10
Adjectives and adverbs
describing things; adding information about manner,
place, time, frequency and intensity
A Context listening
1 You are going to hear a man talking about a recent trip. Look at the following pictures and try
to guess which three countries the man visited.
2
3
• 10
Listen to check if you were right.
10
Listen again and complete the table below. Write no more than two words for each
­answer.
Countries visited
Interesting facts
1
u
many 2
3
u
7
and beautiful mosques
travelled there by 4
u good for 5
u bought a beautiful 6
visited Gujarati Textile 8
u great examples of 9
u lots of wildlife in 10
u saw incredible 11
12
u
embroidery
areas
birds and several poisonous
4 Look at Exercise 3 and make a list of all the adjectives.
interesting
76
Adjectives and adverbs
B Grammar
1 Adjectives
Adjectives describe nouns.
How adjectives are used
We can use adjectives
u before nouns:
There are so many historical buildings.
It was well worth the trip, especially if you like local crafts.
u after the following verbs: be, become, get, seem, appear, look, smell, taste, feel
The mosques in particular are very beautiful.
They always seem pleased to see you.
u after find/make/keep + object:
Work hard on your research if you want to make your trip enjoyable and rewarding.
I found the insects rather frightening.
u with other adjectives or with other nouns to describe a noun:
a long, tiring boat ride (adjective + adjective + noun + noun)
The order of adjectives
When we use adjectives together, we put words which express opinion before words which describe
the characteristics or type of what we are talking about:
a beautiful Turkish carpet (beautiful = opinion + Turkish = type: not a Turkish beautiful carpet)
We often use nouns as adjectives to add information about type:
the Gujarati Textile Museum
When we use more than one adjective to describe characteristics or type, they usually follow this
order:
size → temperature → age → shape → colour → nationality → material → type
Indian silk embroidery
small mountain villages
hot black coffee
a beautiful old round table
When there are two or more adjectives after a verb or noun, we use and between the last two:
The people are very welcoming and friendly towards visitors.
We use and between two colours:
vivid blue and green feathers
Adjectives ending in -ed and -ing
Some adjectives connected with feelings are formed from verbs and have two possible forms, usually
-ed or -ing, e.g. tired/tiring. We use -ed forms to talk about how we feel:
I was fascinated to see the extraordinary range of patterns.
I was amazed at the variety of wonderful animals.
We use -ing forms to describe the things or people that cause the feelings:
It’s an absolutely amazing city to visit.
India is a fascinating country.
77
10
2 Adverbs
Adverbs give information about verbs, adjectives or other adverbs. Adverbs tell us how (manner),
where (place), when (time), how often (frequency) or how much (intensity) something happens or is
done. An adverb can be a single word (sometimes) or a phrase (from time to time).
How adverbs are used
Adverbs which tell us about
u manner are often formed by adding -ly to the adjective form:
careful → carefully happy → happily
They usually come after the verb (and object, if there is one):
I plan my trips very carefully. (not I plan very carefully my trips)
u place usually come after the verb:
It was the first time I had been there.
Try to stay near the old part of the city.
u time such as today, tomorrow, now, since 2014, for three minutes can go at the beginning or the
end of a clause:
I had a very memorable trip last year. (or Last year I had a very memorable trip.)
u frequency usually come before the verb but after be or an auxiliary verb:
I often travel for my job.
I have always enjoyed my visits there.
He’s never late.
u intensity affect the strength of adjectives or adverbs:
fairly, quite,
rather, pretty
very, extremely,
highly, really
absolutely,
completely, totally
weaker
stronger
The adverbs at the stronger end of the scale (absolutely, completely, totally) can only be used
with some adjectives. These tend to be ‘extreme’ adjectives that suggest a limit in their meaning
(e.g. terrifying, excellent, exhausted). Other ‘non-extreme’ adjectives (e.g. frightened, good, tired)
never collocate with these stronger adverbs. Compare:
There are some absolutely stunning examples of Indian silk embroidery. (not fairly stunning)
The people are very friendly. (not absolutely friendly)
Really collocates with most adjectives.
! We cannot intensify adjectives or nouns which describe type (not a very Textile Museum).
The order of adverbs
When two or more adverbs are used together at the end of a clause, the order is usually
manner → place → time:
I’ll meet you outside the station at six o’clock. (outside the station = place, at six o’clock = time)
78
Adjectives and adverbs
Irregular adverbs
Some adverbs of manner look the same as the adjective form (e.g. hard, fast, straight, late, early):
Work hard on your research. (adverb)
This is a hard exercise. (adjective)
Hard is an adjective and an adverb, and hardly is an adverb meaning very little:
He hardly had time to say hello. (= he had very little time to say hello)
Good is an adjective, and well is the adverb:
He spoke very good English. (describes English)
He spoke English very well. (describes how he spoke)
However, well can also be an adjective when talking about health:
She’s not well – she’s got a cold.
Grammar extra: Adjectives
Some adjectives can be followed by to + infinitive to add to their meaning (e.g. able, likely, right,
wrong, lucky) and some adjectives describing feelings (e.g. surprised, afraid, happy, delighted):
I’ll be happy to answer questions.
I was fascinated to see the extraordinary range of patterns.
Some adjectives can be followed by a preposition + -ing (see Unit 19):
People are tired of hearing politicians’ promises. (not tired to hear)
I am not very good at taking photographs. (not good to take photographs)
79
10
C
Grammar exercises
1 Read the test task and the students’ responses. Some of the adjectives they used are underlined.
If they are used correctly, put a tick (3). If they are wrong, write the correct answer.
Describe a favourite place.
You should say:
where it is
what kind of place it is
what makes it special
and explain why you like it so much.
My favourite place is a 1 quiet little wood near my home
town in Indonesia. I like it because it is a 2 green peaceful
place. It is full of 3 old tall trees and there are lots of 4 wild
interesting animals.
3
1
2 peaceful green
3
4
I’m going to tell you about my bedroom. I love it because it
is full of my things. The walls are painted with 5 blue
yellow stripes, and there is a 6 wooden dark floor. There is
a 7 lovely old photo of my family by my bed, and all my
precious books are on the shelves.
5
6
7
My favourite place is the town I grew up in. It has 8 an
ancient beautiful ruined castle and lots of 9 historical old
buildings. The streets are 10 narrow winding, and there are
lots of good shops. It is 11 busy noisy, but I like that. I feel
good there because I have so many 12 childhood happy
memories.
8
9
10
11
12
2 Write the missing adjectives and adverbs.
impressive –
dramatic – dramatically
steady
sharp –
–
slight
–
steeply
–
Now use the words to fill in the gaps on the next page. Use one pair of words for each
­question.
80
Adjectives and adverbs
Sales
b Sales of coffee increased
and 2016.
2014
slight
1 a Sales of coffee showed a
2014 and 2016.
Coffee sales
increase between
slightly
between 2014
2016
2 a The domestic car market showed an
growth
of 50% for three consecutive years from 2011 to 2013.
Domestic car market
Car sales
by 50% for
b The domestic car market grew
three consecutive years from 2011 to 2013.
2010 2011 2012 2013 2014
Billions
3 a The world population grew
and 2005.
World population
6
between 1950
b The world population experienced a
between 1950 and 2005.
4
2
0
1900
1950
growth
2005
Usage of shopping bags
in Britain
4 a The number of British households using their own
­shopping bags when shopping fell
between
1965 and 2005.
fall in the number of ­British
b There was a
households using their own shopping bags when
­shopping between 1965 and 2005.
1965
2005
House prices
Average house prices
Jan
5 a House prices climbed
the year before falling
during the first half of
in August.
climb in house prices during the
b There was a
first half of the year before a
fall in August.
Aug
Dec
81
10
3 Match the beginnings (1–8) and the endings (a–h) of the sentences. Join them by adding a
­suitable -ed or -ing adjective formed from one of the verbs in the box. Use each verb once.
excite frighten interest please relax satisfy surprise tire
1 I was really
pleased c
a adventure I’ve ever had. I can’t wait
to go back!
2 Martin’s excellent exam results
were very
b as he had hardly had time to study.
3 The jungle was full of strange
noises and I felt
c when I opened my present because
it was just what I wanted.
4 After so much hard work, it was a
very
d after exercise.
5 Paula wasn’t
e moment when I finally finished the
project.
6 Having a warm bath can be very
f so I had a warm bath.
7 My trip through the jungle was
the most
g during the whole trip.
h in the lecture so she fell asleep.
8 After walking so far I felt very
4 Underline the correct words.
Environmentalists and conservationists tell us that there are ways that each of us can help
to 1 very reduce / greatly reduce our impact on the planet. We can 2 work hard / hardly work
to conserve energy and we can invest in equipment to help us create our own power. People
3 say often / often say that they want to save the planet, but the only way to do this is to 4 take
immediately action / take action immediately.
It is 5 really important / important really for individuals to 6 responsibly act / act responsibly
and try to reduce their contribution to greenhouse gases. There are several ways we can do
this. For example, there are mini wind turbines that you 7 can install easily / easily can install
on your roof as well as very efficient solar panels that 8 work good / work well all year round to
provide electricity.
But if this is all too expensive, there are other ways to conserve energy that actually save you
money. In cooler weather, simply keep the heat 9 inside safely / safely inside by closing doors
after you so that the warmth doesn’t escape. It is 10 absolutely essential / very essential that we
all take this seriously and do our best to lead a more sustainable life.
82
Adjectives and adverbs
D Test practice
General Training Reading
Questions 1–8
Look at the information about five museums A–E in Seoul, South Korea.
For which museum are the following statements true?
Write the correct letter A–E next to Questions 1–8.
NB You may write any letter more than once.
1
2
3
4
5
6
7
8
This museum also functions as an occasional venue for performing arts.
You can learn about natural history in this museum.
This museum is the only one of its kind in Korea.
This is the most high-tech of the museums.
A historical building once stood where this museum stands today.
This museum contains something for the very distant future.
The exhibits in this museum include objects from the distant past.
You can take classes one day a week at this museum.
exhibition are shellfish, insects, butterflies and
birds. The collection is housed on the lower
floors. On the third floor is a library and the
fifth floor has a study room and an ocean
exhibition hall. One aim of the museum is to
bring animal extinction to the attention of
the public.
A Namsangol Traditional Folk Village Museum
Located just north of Namsan Park, this
re-creation of a small village depicts the
architecture and gardens of the Chosun
Dynasty (1393–1910). There are five restored
traditional houses from that era. A large
pavilion overlooks a beautiful pond and
an outdoor theatre hosts dance and drama
performances on weekends. There is also a
hall displaying traditional handicrafts and
a kiosk selling souvenirs. Recently, a time
capsule containing 600 items representing
the lifestyle of modern-day people of Seoul
was buried to celebrate the city’s 600th
anniversary. In 2394, it will be opened!
C National Museum of Korea
This is one of the most extensive museums
in Seoul, housing art and archaeological
relics from Korean prehistory through to
the end of the Chosun Dynasty (1910).
Throughout the three-floor museum,
there are 4,500 artefacts on display in 18
permanent galleries. Audio guides, touch
screens, and video rooms all help to bring
the ancient world alive here. In addition
to regular exhibitions, the museum offers
special educational programs such as
public lectures, arts and crafts classes, and
special tours.
B Eunan Museum
This privately-owned museum displays rare
specimens of animals, ores, and species of
insects collected from around the world.
The building comprises six floors, one under
ground and five above. Among the fauna on
83
10
D Seoul Metropolitan Museum of Art
E Korea Sports Museum
This is the sole museum in Korea dedicated to
sports. It displays about 2,500 items tracing
back to 1920, when Korea’s first sports
organization was founded. You can browse
through sports memorabilia such as badges,
medals, photographs, trophies, and mascots
related to national and international sports
events. Make sure not to miss the taekwondorelated exhibits.
Established in 1988, this museum is located
on the former site of Kyonghee-gung palace.
There are four floors with six exhibition halls.
The collections include more than 170 Korean
paintings, Western paintings and prints. Spend
a peaceful and relaxing day amidst beautiful
works of art. If you are an art enthusiast and
would like to learn, the museum offers art
courses every Friday.
Questions 9–14
Read the information below and answer Questions 9–14.
Gear Guide
– Choosing a Backpack
For hikers, choosing the right backpack can be difficult. To help, gear expert Peter Hawkins has some
useful tips.
Looking around any airport you’ll see most travellers carrying a trusty backpack filled with everything
they need or that wouldn’t fit in their suitcase! However, when it comes to hiking, you’ll need something
entirely different. A quick glance in any camping shop will show that there are a lot to choose from, and
they are far from cheap. So before you set foot in the shop, consider what you want your backpack for.
The first and most vital consideration is your anticipated load, but try not to carry more than you need.
If your walks are short summer evening strolls, then a small backpack would be fine, but if your walks
are day-long and year-round you’ll need something bigger. Mine typically contains a flask, packed
lunch, waterproofs, clothing I’ve peeled off during the day, first aid kit and an emergency shelter. In
winter I add a sleeping bag and a torch. However, I often lead walking parties to remote places, so my
added responsibilities lead me to carry more. My current backpack is a Craghopper AD30 (30 litres)
which is just big enough. The average weekend hiker would only need half this much carrying space.
Another consideration is the design. Some newer models, such as the Eagle 2000, have a rolltop with
one main compartment for storing your gear. The benefit of this is that, compared to a standard
backpack, there are fewer zips to get stuck, and you get much more storage capacity. But it also means
everything gets mixed up inside, which is inconvenient if you plan on combining hiking with fishing,
for example, and need to carry your fishing tackle along with everything else. Having multiple pockets
that can be accessed independently really helps to quickly get your equipment just when you need it.
The Hyperlight SD gives the best of both worlds. As well as the rolltop design, which keeps the cost
down and keeps the rain away from your camera more effectively than those with zips do, it also has a
special added pocket at the back. This is great for carrying a water bottle, or keeping wet clothes away
from everything else. It’s also useful for winter trips, when you want to be able to rapidly change gloves
and hats, without having to stop and open up your backpack every time. It’s not quite big enough for
my needs, but this is the one I find myself recommending the most often.
84
Adjectives and adverbs
Questions 9–14
Do the following statements agree with the information given in the Reading Passage?
Next to questions 9–14, write
TRUE
FALSE
NOT GIVEN
if the statement agrees with the information in the passage
if the statement contradicts the information in the passage
if there is no information on this
9 More backpacks are sold than suitcases.
10 The Craghopper AD30 is too big for most hikers.
11 Backpacks with a rolltop can carry more than a normal backpack.
12 The Eagle 2000 is best for people who like to fish.
13 The Hyperlight SD is bigger than the Eagle 2000.
14 Backpacks with zips are best for protecting your equipment from the weather.
Grammar focus task
Look at the adverbs taken from the second Reading Passage and say whether each one gives
information about time, place, manner, intensity or frequency.
a entirely
b before
c often
d inside
e rapidly
85
11
Comparing things
comparative and superlative adjectives and adverbs;
other ways of comparing; comparing nouns and quantities
A Context listening
­ efore
1 You are going to hear a talk comparing the performance of older and younger athletes. B
you listen, look at the phrases from the talk. Which ones would you associate with young
­athletes and which ones would you associate with older athletes?
breaking records
strongest in the world
greatest increases in speed
peak fitness
physical improvement
four minutes quicker each year
Olympics
complete a marathon
set record running times
Listen and check if you were right.
3 11 Listen again and say whether these sentences are true or false. Correct the sentences that
are false.
2
• 11
1 Older athletes are getting faster and fitter.
2 Runners aged 50+ are speeding up less rapidly than young runners.
3 Women aged 60–68 running the New York marathon run on average two minutes faster
each year.
4 Older athletes are less likely to achieve their peak fitness than younger athletes.
5 People grow weaker because they are less active than when they were younger.
4 Underline the language used to compare in Exercise 3.
1 Which sentences contain adjectives?
2 Which sentences contain adverbs?
3 Which word is used as both an adjective and an adverb?
86
Comparing things
B Grammar
1 Comparing adjectives
adjective
comparative
superlative
one syllable: hard
adjective + -er: harder
the + adjective + -est: the hardest
one syllable ending in -e: nice
adjective + -r: nicer
the + adjective + -st: the nicest
one syllable ending in vowel +
consonant: fat
adjective with last consonant
doubled + er: fatter
the + adjective + consonant
doubled + -est: the fattest
two syllables ending in -y: happy
adjective -y + -ier: happier
the + adjective -y + -iest: the happiest
two or more syllables: enjoyable
more + adjective: more enjoyable
the most + adjective: the most
enjoyable
Irregular: good, bad, far
better, worse, further/farther
the best, the worst,
the furthest/farthest
Comparative adjectives
We use comparative adjectives to compare two or more things, people or places:
Younger runners will always be faster than older runners.
or the same thing, person or place at two different times:
I’m much fitter than I was last year.
We use than after comparative adjectives to say what we are comparing something with. Sometimes
we leave out the than-clause if it is clear from the context what we are comparing something with:
Older athletes are getting faster and fitter. (than in the past)
Superlative adjectives
We use superlative adjectives to compare one thing in a group with all the others in that group:
The Olympics is probably the most exciting sports event in the sports calendar.
We can modify superlatives with
u one of the / some of the + superlative + plural noun:
It’s one of the few chances we get to see some of the best athletes in the world competing against
each other.
Tamsin is one of the most generous people I know.
u ordinal numbers:
Our team was the third best in the competition.
We can replace the with a possessive:
my best friend
his greatest achievement
87
11
2 Comparing adverbs
We can compare how things are done by using more/most + adverb:
Runners aged 50 and over are speeding up more rapidly than younger people.
Women aged 60 to 68 improved the most markedly.
Adverbs that have the same form as the adjective (e.g. hard, fast, straight, late, early, quick) add
-er/-est:
Women aged 60 to 68 run on average four minutes faster each year.
There are some irregular adverbs (e.g. well, better, best; badly, worse, worst; far, further, furthest;
little, less, least):
I did worse than I had expected in the exam, so I was disappointed.
3 Other ways of comparing
We use less / the least to mean the opposite of more / the most:
You might imagine that the Masters Games would be less exciting to watch.
That was probably the least enjoyable meal I’ve ever had!
We can add emphasis
u with words like even, far, a great deal, a little, a lot, much + comparative:
Older women showed much greater increases in speed than expected.
u in formal English with words like slightly, considerably, significantly + comparative:
The figures for 2016 were significantly higher than those for the year 2013.
The number of women in higher education was only slightly lower than the number of men.
! We cannot use very with comparatives (not the number of women was very lower).
We can say two things are the same or similar with as + adjective/adverb + as:
My car is as old as yours. (= the two cars are the same age)
Older athletes are as likely to achieve their peak fitness as younger athletes. (= they have the same
chance of achieving this)
We can add to the meaning by using just, almost, nearly, half, twice, three times etc.:
In 2018, our team was almost as successful as in 2015.
He can run twice as fast as the others in his team.
We can say two things are different with not as + adjective/adverb + as:
While they may not be as fast as their younger counterparts ...
We can show that a change is happening over time by repeating the comparative:
Each year athletes seem to be getting better and better.
Our atmosphere is gradually becoming more and more polluted.
It seems less and less likely that there will be a general election this year.
We use the + comparative + the + comparative to show that two things vary or change at the
same time:
It would seem that the longer athletes keep competing, the greater are their chances of setting
new ­records.
The sooner the better.
88
Comparing things
4 Comparing quantities
quantifier
comparative
superlative
a lot / much / many
more
the most
a few
fewer (+ plural countable noun)
the fewest (+ plural countable noun)
a little
less (+ uncountable noun)
the least (+ uncountable noun)
For plural or uncountable nouns we can compare quantities with more or most:
Today’s top sportspeople receive a lot more money than in the past.
We can use fewer or the fewest with plural countable nouns, and less or the least with uncountable
nouns:
Twenty-five years ago few 60-year-old men and even fewer women would have considered running
a marathon.
There used to be less information available about fitness.
We can add emphasis
u with a lot / many + more/fewer + plural countable noun:
Increased sponsorship has given today’s athletes many more opportunities to succeed.
u with a lot / much + more/less + uncountable noun:
Today’s athletes need to do much more training than in the past.
u by repeating more/less/fewer:
So much in our society is about making more and more money.
We can say something is the same or different using (not) as many/much + plural/uncountable noun
(+ as):
There aren’t as many people doing sports at school (as there used to be).
We can add more specific information about quantity by using half, twice, three times etc. with as
many/much … as:
In 2016 China won nearly twice as many silver medals as Germany.
The US won more than three times as many medals as France.
Grammar extra: Comparing nouns
We can compare how similar things are using like, the same (as), similar to:
Older athletes can achieve the same degree of physical improvement as those in their twenties and
thirties.
He swims like a fish.
This film is similar to this director’s last one.
89
11
C
Grammar exercises
1 Fill in the gaps with the adjectives in the box in a comparative or superlative form.
brave effective exciting expensive fast good happy heavy small
1 I travelled through Turkey by train because it was the fastest way to cross the country.
2 Scientists have discovered a tiny bacteria living in the deep ocean. They say it is
living organism known to man.
3 It is almost impossible to find a parking space in the city centre so it is
­travel by public transport if you need to go there.
4 Painkillers are much
to
now so they reduce pain a lot faster than in the past.
5 I like all kinds of sports, but I think football is
fast-moving.
game to watch because it is so
6 Nick did a bungee-jump, but I was too scared. He’s much
than me.
than people from the south.
7 I think people from the north of my country are
In the south no one ever seems to smile, but it’s the opposite in the north.
8 The website listed hotels in a wide price range. I was amazed that the
cost over $500 a night.
9 Weightlifters these days are lifting
ones
weights than ever before.
2 Fill in the gaps with the words in brackets in a comparative or superlative form.
Teacher: What are 1 the most obvious (obvious) differences you have noticed between your
own country and this one?
Student: Oh there are so many! In my country people are 2 not as interested
(not/interested) in foreigners as people here, who are much 3
(friendly). They are always kind and welcoming. Also, the weather is very different.
It’s much 4
(hot) in my country. It’s only autumn but I am feeling
cold here already and it’s getting 5
(cold) every day. I don’t like
that. Then there’s the food. Your food is 6
(not/good) ours. Our
food is 7
(spicy) and 8
(delicious). I think it’s
9
(good) in the world! It is 10
(not/expensive)
either. I’ve also noticed that people here eat slightly 11
(early) and they eat their meals 12
(quickly). And I am
beginning to change my own habits too! 13
(long) I stay here,
14
(fast) I seem to be eating.
90
Comparing things
3 Fill in the gaps in the model answer below. Write no more than one word for each answer.
The charts below show the number and types of books bought by men and
women and four different age groups in the UK.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
70
60
50
40
30
20
10
0
70
60
50
40
30
20
10
0
Percentage who buy fiction
Male
Female
16–24
25–34
35–44
45+
Percentage who buy non-fiction
Male
Female
16–24
25–34
35–44
45+
The charts give information about the types of books that British men and women and
different age groups buy. Overall, women tend to buy 1)
more
fiction books
than men but there is little difference with non-fiction, and the over-45 age group
buys the 2)
non-fiction books.
Looking at the general trends for fiction, women buy the 3)
genre and men buy the 4)
5)
books in this
at 60% and 35% respectively. In fact, almost
as many women buy fiction books as men. When it comes to age, the
amount of fiction books bought increases steadily with age, with each age group
buying 6)
more than the one before it.
In contrast, the purchasing of non-fiction books fluctuates across different age
groups and women buy only slightly 7)
non-fiction books than men.
People aged between 25 and 44 are 8)
than the 9)
likely to buy non-fiction books
age group of 16- to 24-year-olds. However, people aged over
45 make up 60% of this market and so are by far the 10)
non-fiction.
91
purchasers of
11
4 Read the description of the table below. Decide if the underlined comparisons are correct or
not. Tick (3) them if they are right and correct them if they are wrong.
2004 Olympic Games Medal Table
Rank Country
Gold
Silver
Bronze
Total
1
United States
35
39
29
103
2
China
32
17
14
63
3
Russia
27
27
38
92
4
Australia
17
16
16
49
5
Japan
16
9
12
37
6
Germany
14
16
18
48
7
France
11
9
13
33
8
Italy
10
11
11
32
9
South Korea
9
12
9
30
10
Great Britain
9
9
12
30
The table shows the number of medals won by the top ten countries in the
2004 Olympic Games. The USA won 1 greatest number of medals overall
with a total of 103. They won 2 more silver medals as gold and
3 more medals than any other country in both categories. China had
4 the third high number of medals at 63, but unlike the USA, China won
5 less silver medals than gold medals. While Russia’s silver medal total was
6 more good than China’s, they did not do 7 well as China in the gold
­medals, winning just 27. In fact China had a 8 more lower overall medal
total than Russia but, as the table is based on the number of gold medals
won, they were placed second. Similarly, Germany was
9 significantly successful at winning medals than Japan, with a total of 48
compared to Japan’s 37, but because Japan won 10 two more gold medals
that Germany they were ranked 11 higher. Great Britain gave
12 the worse performance in this group, winning only nine gold and nine
silver medals.
92
1 the greatest
2
3
4
5
6
7
8
9
10
11
12
Comparing things
D
Test practice
Academic Writing Task 1
You should spend about 20 minutes on this task.
The chart below shows the average hours per day married men and
women in one country spent on paid work and unpaid work in 2019.
Summarise the information by selecting and reporting the main features,
and make comparisons where relevant.
You should write at least 150 words.
Paid and unpaid hours worked by married men and women, 2019
average hours worked per day
15
paid employment
unpaid work
at home
total
10
5
0
husbands aged
24–44
wives aged
24–44
husbands aged
45–64
wives aged
45–64
Grammar focus task
Fill in the gaps in the following sentences using the correct form of the words in brackets and
any other words you need.
1 The total number of hours worked by married women was
number of hours worked by married men.
2 Whilst women aged 45 to 64 may have worked
than younger women, overall they worked
due to the extra hours of paid work that they did.
(great) the total
(few) hours inside the home
(great) number of hours per day
(slight/more) time working outside
3 Married men aged 25 to 44 spent only
the home than men aged 45 to 64, but this figure is
(significant/high) the
number of hours of paid work that women of the same age did.
(many) hours
4 Married women in the 25 to 44 age group worked almost
inside the home as outside, and there was only a slight difference in the 45 to 64 age group.
5 Married men worked on average
(three/long) outside of the home than inside.
93
12
The noun phrase
noun + prepositional phrase; noun + participle clause;
noun + to-infinitive clause
A Context listening
1 You are going to hear a woman giving a talk about a
project she is involved in. Before you listen, look at
the pictures and the words below. What do you think
the purpose of the project is?
abundance analyse calculate car tyres conservation debris diver
habitat harbour reef rope rubble seahorses species submerged
Listen and see if you were right. What did the study show? What did the woman’s team
decide to do?
Listen again and match the beginnings (1–8) and endings (a–h) of these phrases. Stop the
­recording when you need to.
2
• 12
3
12
1 this horrible rubbish
a with bright red bodies
2 the idea
b of the past
3 the areas
c of putting rubbish into the harbour
4 other debris
d with submerged rubbish
5 sea tulips
e to expand our study
6 a decision
f lying on the sea floor
7 the rubble
g cleared of rubbish
8 other possible sites
h lying at the bottom of the harbour
4 Add the phrases from Exercise 3 to the table below.
noun + preposition
noun + past participle
the idea of putting rubbish into the harbour
noun + -ing
this horrible rubbish
lying at the bottom
of the harbour
94
noun + to-infinitive
The noun phrase
B Grammar
The noun phrase
A noun phrase is a group of words with a noun as its main part. Information about the noun can be
before the noun and/or after the noun.
Information that comes before the noun in a noun phrase is usually expressed through
u determiners (see Unit 8):
this horrible rubbish
u adjectives and adverbs (see Unit 10):
a rich habitat
Information that comes after the noun is usually expressed through
u prepositional phrases:
an abundance of creatures
u past participle clauses:
the rubbish contained in the harbour
u present participle (-ing) clauses:
the rubbish lying at the bottom of the harbour
u to-infinitive clauses:
a decision to expand
1 Noun + prepositional phrase
We can add information after a noun by using a prepositional phrase. Common prepositions in
these phrases are of, in, for, on, to, with:
possible sites with submerged rubbish
a rich habitat for an abundance of creatures
Of is the most common preposition used in prepositional noun phrases. It is used after nouns of
quantity or containers:
the number of fish
an abundance of creatures (quantities)
a bottle of water
a packet of biscuits (containers)
We also use of to show belonging or possession (see Unit 8):
the rubble of the past (not the past’s rubble)
particular areas of the harbour
We often use at, in and on to talk about physical location:
this rubbish lying at the bottom of the harbour
different species living in Sydney Harbour
Prepositional phrases containing with often express the same information as a relative clause with
the main verb have:
harbour sites with submerged rubbish (= harbour sites which have submerged rubbish)
sea tulips with bright red bodies (= sea tulips which have bright red bodies)
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12
2 Noun + past participle clause
A past participle clause gives the same information as a relative clause (see Unit 20) with a passive
verb:
all of the rubbish contained in the harbour (= rubbish which is contained in the harbour)
areas cleared of rubbish (= areas which have been cleared of rubbish)
the data collected from the sites (= the data which is collected from the sites)
In both spoken and written English using a noun + past participle clause is more common than the
equivalent relative clause because it can express the same information in fewer words.
3 Noun + present participle (-ing) clause
A present participle clause can give the same information as a relative clause with an active verb,
often in the present or past continuous:
the other debris lying on the sea floor (= the other debris which is lying on the sea floor)
As in section 2 above, the noun + present participle clause is more common than the equivalent
relative clause.
4 Noun + to-infinitive clause
To-infinitive clauses are used to show a purpose or intention and usually follow nouns of time, place,
manner and quantity:
time to go
the place to visit
a way to look at it
a lot to look at
Nouns followed by the to-infinitive are related to verbs also followed by the to-infinitive
(e.g. decide/decision; plan/plan):
a decision to expand (decide to)
our plan to build a new hospital (plan to)
96
The noun phrase
C Grammar exercises
1 Fill in the gaps with of, in, for, on, to or with.
1 My family live in an old, wooden house with shutters.
2 Our main meal
the day usually includes rice and vegetables.
3 She got the best exam results
the whole school.
4 At a wedding reception in Britain, all the guests usually get a piece
5 In my country there are special universities
6 You need a large amount
7 My recent business trip
8 The house
9 The weather
the cake.
talented sportsmen and women.
money if you want to travel around the world.
Florida was a great success.
the corner is for sale.
Greece is wonderful compared with here.
10 You should buy a grammar book
answers, so that you can practise by yourself.
2 Fill in the gaps with the present or past participle of the verbs in brackets.
People commuting to city jobs
from the countryside
%
1995
2005
2015
given
1 The information
(give) in the
graph shows that more and more people
(work) in towns and cities prefer
to live in the countryside and commute to work.
The number of people
(move)
out of towns and cities increased significantly
between 1995 and 2015.
2 Our awareness of food quality has changed recently with more people
(buy)
organic food and eggs and meat
(produce) from animals that live in natural,
comfortable conditions. Since 1980 the quantity of food
(grow) organically in
the UK has risen steadily.
3 The graph gives information
(concern) sales and profits of two
­manufacturing companies. Company
A sells pencils
(make) in the
UK, ­whereas Company B sells pencils
(manufacture) overseas.
Company B has lower costs
(result) in a higher annual profit.
Revenue
Costs
Profit
Company A
Company B
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12
3 Join the two sentences to make one sentence using a noun phrase. Add prepositions where
necessary.
1 I live in Malaysia. I live in the capital city.
capital city of
I live in the
Malaysia.
2 Many people buy their own home. The number is increasing.
increasing.
The number of
3 A proposal was made by the education department. It was rejected by the government.
the government.
The proposal
4 We have computer software. The software’s purpose is to predict future earthquakes.
earthquakes.
We have computer software
5 A new dictionary is about to be published. The dictionary contains more words than ever
before.
to be published.
A new dictionary
6 My favourite novel is a story. The story is based on the author’s own experience.
own experience.
My favourite novel
4 Use noun phrases to replace the underlined sentences.
Describe a holiday you have had that was successful.
You should say:
when the holiday took place
what activities you did
what you saw on the holiday
and say why the holiday was a success.
with my friends
I recently had a wonderful holiday in Crete . 1 I went with my friends. When we arrived, we
saw a bus. 2 The bus was waiting to take us to our hotel. The hotel was nice with good views. 3
The views were of the sea. The location was also very good. 4 There was lots to do nearby. There
are lots of Minoan sites. 5 You can visit them. It’s a lovely island. 6 It has beautiful beaches. We
spent our time sightseeing, lying on the beach and walking.
Actually, it was the walking that I liked best. We did one amazing walk. 7 It was through the
Samarian Gorge. It took all day, but was well worth it. We saw a snake. 8 The snake was curled
up on a rock. And lots of lizards and birds. We got really hot and were very tired when we ­arrived
at the beach at the end of the long walk. It was great to see the sea. 9 It was sparkling in the sun.
We ran into the water to cool down. It was the best holiday ever.
98
The noun phrase
D Test practice
Academic Reading
You should spend about 20 minutes on Questions 1–12 which are based on the Reading
Passage below.
Practical intelligence lends a hand
Dr Rajendra Persaud explains how practical intelligence is linked to success.
This year, record numbers of high school students
obtained top grades in their final exams, yet
employers complain that young people still lack
the basic skills to succeed at work. The only
explanation offered is that exams must be getting
easier. But the real answer could lie in a study
just published by Professor Robert Sternberg, an
eminent psychologist at Yale University in the USA
and the world’s leading expert on intelligence.
His research reveals the existence of a totally new
variety: practical intelligence.
Professor Sternberg’s astonishing finding is that
practical intelligence, which predicts success in
real life, has an inverse relationship with academic
intelligence. In other words, the more practically
intelligent you are, the less likely you are to
succeed at school or university. Similarly, the
more paper qualifications you hold and the higher
your grades, the less able you are to cope with
problems of everyday life and the lower your score
in practical intelligence.
Many people who are clearly successful in their
place of work do badly in standard IQ (academic
intelligence) tests. Entrepreneurs and those who
have built large businesses from scratch are
frequently discovered to be high school or college
drop-outs. IQ as a concept is more than 100 years
old. It was supposed to explain why some people
excelled at a wide variety of intellectual tasks.
But IQ ran into trouble when it became apparent
that some high scorers failed to achieve in real life
what was predicted by their tests.
Emotional intelligence (EQ), which emerged a
decade ago, was supposed to explain this deficit.
It suggested that to succeed in real life, people
needed both emotional as well as intellectual skills.
EQ includes the abilities to motivate yourself and
persist in the face of frustrations; to curb impulses
and delay gratification; to regulate moods and
keep distress from swamping the ability to think;
and to understand and empathize with others.
While social or emotional intelligence was a useful
concept in explaining many of the real-world
deficiencies of super-intelligent people, it did
not go any further than the IQ test in measuring
success in real life. Again, some of the most
successful people in the business world were
obviously lacking in social charm.
Not all the real-life difficulties we face are
solvable with just good social skills – and good
social acumen in one situation may not translate
to another. The crucial problem with academic
and emotional intelligence scores is that they
are both poor predictors of success in real life. In
fact, research has shown that IQ tests predict only
between 4% and 25% of success in life, such as
job performance.
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12
Professor Sternberg’s group at Yale began
from a very different position from traditional
researchers into intelligence. Instead of asking
what intelligence was and investigating whether
it predicted success in life, Professor Sternberg
asked what distinguished people who were thriving
from those that were not. Instead of measuring
this form of intelligence with mathematical or
verbal tests, practical intelligence is scored by
answers to real-life dilemmas such as: ‘If you
were travelling by car and got stranded on a
motorway during a blizzard, what would you do?’
An important contrast between these questions
is that in academic tests there is usually only one
answer, whereas in practical intelligence tests – as
in real life – there are several different solutions to
the problem.
The Yale group found that most of the really
useful knowledge which successful people have
acquired is gained during everyday activities – but
typically without conscious awareness. Although
successful people’s behaviour reflects the fact that
they have this knowledge, high achievers are often
unable to articulate or define what they know.
This partly explains why practical intelligence has
been so difficult to identify.
Practical intelligence may also help to resolve
the previously unexplained paradox of why
performance in academic tests usually declines
after formal education ends yet most older
adults contend that their ability to solve practical
problems increases over the years. The key
implication for organizations and companies is that
practical intelligence may not be detectable by
conventional auditing and performance-measuring
procedures.
Professor Sternberg also found that the best way
to teach practical intelligence is to ask successful
people to relate examples of crucial incidents at
work where they solved problems by using skills
they had learnt while doing their jobs. It would
appear that one of the best ways of improving
your practical intelligence is to observe master
practitioners at work and, in particular, to focus
on the skills they have acquired while doing the
job. Oddly enough, this is the basis of traditional
apprentice training. Historically, the junior doctor
learnt by observing the consultant surgeon at
work and the junior lawyer by assisting the
senior barrister. Thus, training new or less capable
employees to become more practically intelligent
will involve learning from the genuinely practically
intelligent rather than from training manuals or
courses.
However, perhaps the biggest challenge is in
recruitment, as these new studies strongly suggest
that paper qualifications are unlikely to be
helpful in predicting who will be best at solving
your company’s problems. Professor Sternberg’s
research suggests that we should start looking at
companies in a completely different way – and see
them as places where a huge number of problems
are being solved all the time but where it may
take new eyes to see the practical intelligence in
action.
100
The noun phrase
Questions 1–5
Choose the correct answer, A, B, C or D.
1 What did Professor Sternberg’s study reveal about formal education?
A Qualifications are a good indicator of future work success.
B Education can help people cope with real-life problems.
C Intelligent people do not always achieve well at school.
D High grades can indicate a lack of practical intelligence.
2 What is the ‘deficit’ referred to in the fourth paragraph?
A People with high IQ scores could not score well in EQ tests.
B EQ tests were unable to predict success at work.
C High IQ scores did not always lead to personal success.
D People with high EQ scores could not cope with real life.
3 Professor Sternberg’s research differed from previous studies because
A he used verbal testing instead of mathematics.
B he began by establishing a new definition of intelligence.
C he analysed whether intelligence could predict success in real life.
D he focused on what was different about successful people.
4 The researchers found one reason why little is known about practical intelligence is that
successful people
A are often unwilling to be the subject of scientific studies.
B are sometimes unable to put their knowledge into words.
C are fully occupied with their everyday lives.
D are frequently unaware of their own abilities.
5 In order to increase the practical intelligence of employees, companies need to
A adopt an apprentice-style system.
B organise special courses.
C devise better training manuals.
D carry out an audit on all employees.
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12
Questions 6–13
Look at the following statements (Questions 6–13) and the list of types of tests below.
Match each statement with the correct type of test, A, B or C.
Write the correct letter, A, B or C, next to questions 6–13.
NB You may use any letter more than once.
6
7
8
9
10
11
12
13
measures skills which are likely to improve with age
takes into account people’s social skills
assesses the ability to deal with real-life difficulties
the oldest of the three tests
can indicate whether a person has good self-control
high scorers are more likely to stay calm in difficult situations
questions have more than one possible answer
least likely to predict career success
List of tests
A academic intelligence (IQ) test
B emotional intelligence (EQ) test
C practical intelligence test
Grammar focus task
Look at the first paragraph of the text and find one example of each of the following types of
noun phrase:
1 noun + prepositional phrase
2 noun + past participle clause
3 noun + to-infinitive
102
Modals 1
ability;
ability; possibility;
possibility; alternatives
alternatives to
to modals
modals
13
A Context listening
1 You are going to hear two doctors discussing a patient. Before you listen, look at the newspaper
headline and guess how it relates to the patient.
THE
Morning Herald
Does anyone
know who
this man is?
2
• 13a
3
13a
Today’s top stories
Listen and check if you were right.
Listen again and say whether the sentences below are true or false. Correct the sentences
that are false.
1 The patient could remember all his personal details.
2 The patient definitely came from Yorkshire.
3 The patient could speak French and Italian.
4 Joe thinks that the patient might have been running away from something.
5 Joe thinks that the patient was definitely unmarried.
6 The patient has been unable to make contact with anyone he knows.
7 Deborah thinks that the patient can’t have hit his head.
8 Deborah thinks that the patient will never recover his memory.
4 Underline these words in the questions and answers in Exercise 3.
could couldn’t might be able to must can’t will
1 Which words refer to ability?
2 Which words refer to certainty or impossibility?
3 Which words refer to possibility?
103
13
B Grammar
Modal verbs (can, could, may, might, must, will, would, shall, should, ought to, need) are auxiliary
verbs that give information about ability, possibility or necessity.
Modal verbs are followed by the infinitive without to and their form doesn’t change:
He could speak French and Italian. (not He coulds speak)
Could you speak French before you lived there? (not Did you could speak)
1 Ability
We use the following verbs to talk about ability:
Present
can, can’t, be able to, manage to
I can’t swim.
Past
could, couldn’t, be able to, manage to
They weren’t able to find out his name.
Perfect
be able to, manage to
Have you managed to finish the report yet?
Future
be able to, manage to
I won’t be able to meet you later.
It is more common to use can/could to talk about general ability in the present and past than
be able to:
Can you remember much about it? (= Are you able to remember?)
He could speak French and Italian, but he couldn’t remember his name.
To talk about ability on one specific occasion in the past we use couldn’t, was(n’t)/were(n’t) able to,
but not could:
The police were able to find out that he could speak French and Italian. (not The police could find
out)
He couldn’t remember who he was.
We sometimes use manage to to show that something is difficult to achieve:
I’ve finally managed to give up smoking after all these years!
We use be able to or manage to with perfect or future forms:
Apparently he’s been able to find his family.
Within a year he’ll probably be able to remember quite a lot. (not Within a year he can probably
remember quite a lot.)
2 Other uses of can
We use can to mean sometimes:
People can do funny things when they’ve experienced something terrible. (= people sometimes do
funny things)
We also use can to ask for and give permission:
Can I borrow the car this afternoon?
You can borrow it, but I need it later this evening.
104
Modals 1
3 Possibility
We use must, may, might, could, couldn’t and can’t when there is some evidence, information or
belief that something is probably or possibly true (or not true). The modal verb we choose depends
on the strength of the evidence we have to support our ideas.
very likely
must
possible
might, may, could, may not, might not
very unlikely
can’t, couldn’t
Could, may and might express the same degree of possibility:
He may/might/could remember some things already.
Couldn’t expresses the same probability as can’t. It is usually used to talk about the past:
The police realised he couldn’t be Canadian. (= it was very unlikely that he was Canadian)
! May not and might not do not express the same probability as couldn’t:
The supermarket may/might not be open today because it’s a Bank Holiday. (not the supermarket
couldn’t be open)
Present
We use may (not), might (not), could(n’t), must, can’t + infinitive without to to talk about possibility
in the present:
He may remember some things already. (= it is possible he remembers some things now)
It can’t be very easy living with someone who doesn’t remember any of the past. (= it is very unlikely
that it is easy)
We use may (not), might (not), could(n’t), must, can’t + be + -ing to talk about things (possibly)
happening or in progress at the time of speaking:
They must be having a difficult time adjusting to it all.
The phone is engaged. He might be talking to his sister on the phone.
Past
We can use may (not), might (not), could(n’t), must, can’t + have + past participle to talk about
possibility in the past:
In the attack he must have hit his head. (= there is strong evidence that he hit his head)
He could have had a wife and children. (this is a possible situation)
He can’t have been married. (= there is strong evidence that he wasn’t married)
We can use may (not), might (not), could(n’t), must, can’t + have been + -ing to talk about things
possibly happening or in progress in the past:
He might have been trying to run away from his past.
105
13
Future
We can use may (not), might (not) and could (not) + infinitive without to to talk about possibility or
uncertainty in the future:
He could make a total recovery one day.
We can use may (not), might (not), could (not), must, can’t + be + -ing to talk about things possibly
happening at a time in the future:
I might be meeting John later.
4 Expressing possibility and opinions in written texts
Modals are very important in written texts because they ‘soften’ the message and help to show that
the author is expressing an opinion rather than a proven fact. May is very common in these kinds of
texts as well as can used to mean ‘sometimes’. (see B3)
Compare these sentences and the teacher’s comments:
Student’s work
Teacher’s comment
People are unkind about their colleagues but it is simply
because they are feeling insecure at work.
How do you know this?
People can be unkind about their colleagues but it may
simply be because they are feeling insecure at work.
Good sentence.
Banning cars with high fuel consumption is a good idea,
as it will result in less pollution.
This is a very strong opinion.
Banning cars with high fuel consumption may be a good
idea, as it could result in less pollution.
Good sentence. You are
making your opinion ‘softer’.
5 Alternatives to modals
Adverbs like certainly, probably, possibly, perhaps and maybe can be used to express similar ideas to
modal verbs:
He had probably been attacked and robbed. (= he must have been attacked)
We can use it + be + certain/likely/probable/possible/impossible to express ability, probability and
possibility:
It is possible to program your computer to translate texts automatically. (= you can program your
computer)
It is possible that the train will be late. (= the train might be late)
106
Modals 1
C Grammar exercises
1 Underline the most suitable words. Sometimes both options are possible.
1 He’s a concert pianist and he can / manages to play all Beethoven’s sonatas.
2 When I lived in a small town, I was able to / could walk almost everywhere, but now I
live in the capital city I need a car.
3 They worked all night and could / managed to finish the report just in time.
4 The protesters didn’t manage to / couldn’t persuade the president to change the law.
5 Next year she can / will be able to join the club, but she’s not old enough yet.
6 In my country it can / is able to get very cold in the winter.
7 I was nearly late as the bus didn’t come, but luckily I could / managed to get a taxi.
8 I hope that I will be able to / will manage to do some sightseeing when I’m in New York
next week on business, but I’ve got a busy schedule.
9 She didn’t get good enough grades to go to her first choice of university but she could /
was able to get a place at another one.
2 Tick (3) the sentence, a or b, which best matches the sentence on the right.
1a He might be British.
He has a British passport.
b He must be British. 3
2a Our teacher can’t be off sick.
I just saw him in the corridor talking
b Our teacher may not be off sick.
to a student.
3a It can be cold in Delhi in December.
I advise you to take some warm
b It must be cold in Delhi in December.
clothes just in case.
4a John can’t have been working late last night.
b John might have been working late last night.
5a He can’t be a millionaire.
He wasn’t home when I called at
seven.
He has shares in the most successful
b He must be a millionaire.
company of all time.
6a I may come to the lecture this afternoon.
b I must come to the lecture this afternoon.
7a The exam may have been very difficult.
It depends if I finish my essay
before then.
Not many people passed it.
b The exam must have been very difficult.
8a John couldn’t know how to get here.
We will have to give him directions.
b John might not know how to get here.
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13
3 Replace the underlined phrases with a suitable past modal phrase.
The mummy of Djedmaatesankh, a young woman from the ninth century BC, lies behind a glass
display in the Royal Ontario Museum. 2,800 years ago she lived in Thebes with her husband on
the east bank of the river Nile. They were well-off, although as a double-income couple without
children 1 it is likely they were rather unusual. Djedmaatesankh was a musician at the great Temple
of Amun-Re at nearby Karnak, where her husband was a temple doorkeeper. 2 It is possible that
their jobs at the temple provided the couple with a small wage and other benefits to supplement
their main income from a piece of fertile Nile land on which 3 it is possible that they grew crops of
barley, sesame or dates.
We can only guess at what Djedmaatesankh’s life would have been like, and try to imagine what
her problems were. 4 It is possible she was anxious about her inability to have children and certainly, as she approached her thirties, 5 it is highly likely that she worried about her health.
Looking upon a face from so long ago, a face not unlike that of any other young woman in Egypt
­today, ties us more personally to history. In a way that 6 was impossible for her to imagine,
­Djedmaatesankh has achieved a degree of fame in our 21st century, appearing in dozens of newspapers and magazines.
4
1 they must have been
4
2
5
3
6
Read the following extract from an essay. Find seven places where you can add may, can or
can’t to soften the verbs.
Watching television is very bad for children and can affect the way they behave so
they should only watch educational programmes.
Do you agree or disagree?
Almost every family has a television these days, and many children watch a whole range of
programmes every day. Some people believe that television is harmful to children, saying can be
that it influences behaviour in a negative way. There are a lot of programmes on television that are not educational and that contain
violence and bad language. However, watching violence on television encourages violent behaviour in children. This is true in cases of children who have already exhibited violent tendencies, but it isn’t true of all children, otherwise we would have an epidemic of child crime. It is also argued that bad language on television encourages the same in children. Nevertheless, overall I believe that restricting children’s television viewing to mainly
educational programmes shown at a time of day when there is no violence or bad
language will overcome any risks of television being a bad influence.
108
Modals 1
D Test practice
Listening Part 4
• 13b
Questions 1–10
Complete the notes below.
Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.
Concrete and cement
Key facts
• Concrete is made from cement (and other ingredients).
• 1824 – the first cement was made in a 1
.
• For modern-day cement, the minerals needed are obtained using natural materials (e.g.
limestone, chalk, 2
).
• To make concrete, cement is mixed with small stones, 3
and water.
• Concrete is very versatile.
Main environmental issues concerning cement production
• It creates 8% of the world’s CO2 emissions.
• The situation will get worse – by 2050, production is estimated to grow by 4
• The carbon emissions come from i) the use of 5
materials.
%.
and ii) the carbon in the
Possible solutions
• Labs are working on possible alternatives to cement.
• Some manufacturers are trying to lower the 6
• In the US, one company is using 7
required for cement production.
to help combine the raw materials.
• In Australia, a company is using a waste product formed when manufacturing
8
.
• Some companies are trying to prevent emissions from escaping.
Ancient Roman concrete
• It’s better for the environment than modern concrete.
• It was made using lime and volcanic rock – scientists think 9
stronger.
makes it
• It is stronger and lasts longer than modern concrete – so it may be useful to make
.
containers for dangerous 10
109
13
Grammar focus task
Listen to the recording again and fill in the gaps with a modal and the correct form of the
words in brackets.
1 Chemicals such as calcium and iron, which are naturally occurring, and
(find) in substances like limestone, chalk and even shells.
(increase) by as much
2 In fact, it’s estimated that by 2050 cement production
as 23 percent, while studies tell us it actually needs to drop by at least 16 percent. So, you
(begin) to see the issue here, and the challenge that cement presents when it
comes to combating climate change.
(only, capture) so much and so they
3 Systems like this
(not, prove) to be feasible on the scale needed to be effective.
(make) their concrete by combining lime and volcanic rock,
4 The Romans
and it was especially used for underwater structures, like piers and so on.
5 Because of this, it
(be) ideal for storing highly toxic chemicals.
(not, be) as easy as we think, but, if
6 Now, re-creating this ancient concrete
they
(work out) how to do it, then modern engineers
(then, exploit) a material that doesn’t need reinforcements,
(last) for
­centuries and makes fewer carbon emissions.
110
Modals 2
obligation
obligation and
and necessity;
necessity; suggestions
suggestions and
and advice;
advice; adverbs
adverbs
14
A Context listening
A You
Context
are going Listening
to hear a man asking a colleague for advice about living in Hong Kong. Before
1
you listen, look at the pictures and guess which of these topics they talk about.
accommodation
clothes
food
language lessons
social life
transport
weather
work permits
2
• 14
Listen and check if you were right.
3
14
Now listen again and fill in the gaps in the colleague’s advice.
1 You
a few days to recover from jet lag.
2 You
the underground system as much as possible.
3 You
some Cantonese to travel on the public light buses.
4 You
loose change on the ferries and the buses.
5 You
to speak Cantonese in some market stalls.
6 You
a work permit before you go.
7 You
too casually for work.
8 You
any guide books in England.
9 You
lots of passport photos with you.
4 Complete the table below with words from Exercise 3.
strong obligation or necessity
advice or suggestions
need to
111
no obligation or necessity
14
B Grammar
We use expressions of obligation and necessity when there is a need to do something. This need can
be internal (the speaker feels it is necessary) or external (rules or the situation make it necessary).
1 Obligation and necessity
The verbs must (mustn’t), have to, have got to and need to express obligation and necessity:
You’ll need to allow a bit of extra time to get over jet lag.
You have to get a work permit before you go.
You mustn’t dress too casually for work.
Must is a modal verb and its form doesn’t change:
He must try a bit harder. (not he musts)
We use must when the obligation comes from the speaker:
You must invite me to visit you. (the speaker wants this)
When the obligation is external or there is an institutional rule or a law, have to or need to are more
common than must:
You have to get a work permit before you go. (this is a rule)
Have to is more common in spoken English than must, but in written English either is used. Have
got to is more common in spoken English than written English:
I’ve got to find somewhere to live quite quickly.
Must is usually used on signs, notices and printed information:
All employees must hold a valid work permit.
To talk about obligation and necessity in the present we can use must(n’t), have to, have got to or
need to. We use have to or need to with past and future tenses:
You will have to learn some Cantonese. (not You will must learn)
He had to get up really early to catch the ferry to work. (not He must got up early)
! We do not usually make questions with must and ought to:
What sort of things do you need to know? (not What sort of things must you / ought you to know?)
2 No obligation
We use not have to, not need to and needn’t to suggest that there is no obligation or necessity to do
something:
You needn’t buy lots of guide books before you go. (= it is not necessary to buy guide books before
you go)
! Mustn’t does not mean the same as don’t have to, don’t need to and needn’t:
You don’t have to wait for ages. (= it is not necessary to wait)
You mustn’t wait here. (= it is not allowed to wait here)
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Modals 2
To talk about lack of obligation in the past we can use needn’t have + past participle, didn’t need to or
didn’t have to:
We didn’t have to worry about work permits when I was there.
I needn’t have bothered to get a work permit. (= it wasn’t necessary)
There is a difference between didn’t need to and needn’t have:
John picked me up from the station so I didn’t need to get a taxi home. (= it wasn’t necessary so I
didn’t get a taxi)
I needn’t have got a taxi because John’s flat wasn’t far from the station. (= I got a taxi but it wasn’t
necessary)
To talk about the future we use not have to or not need to:
I hope I won’t have to work late tonight.
He’s not going to need to come to the meeting after all.
3 Suggestions and advice
We can use modal verbs should(n’t) and ought (not) to to make suggestions or give advice:
You should try and use it whenever you can. (= I think it is a good idea)
You ought to take lots of passport photos with you.
You shouldn’t dress casually for work.
We can use must to give strong advice:
You must phone me when you get there.
4 Adverbs
Adverbs like also, always, never, sometimes, just and only come after modal verbs:
You should always carry plenty of loose change.
You must never do that again.
To add extra emphasis we can use really before the verb:
You really have to see it to believe it.
5 Formal written English
Verbs of obligation, necessity and suggestion are common in formal and academic writing when
giving opinions:
Governments should take advice from the experts before making new laws.
Companies need to consider cultural differences when engaging in business with overseas
­organisations.
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14
C Grammar exercises
1 Underline the correct words. Sometimes both options are possible.
1 In my office you have to / don’t have to wear a suit but lots of people do.
2 These pills must not / don’t have to be taken if you are under twelve years old.
3 I must / have to leave now because the meeting starts at 3pm.
4 I didn’t need to go / needn’t have gone to the station to pick her up because she decided to
get the bus, so I finished my essay instead.
5 Notice to all conference participants: Please note that you must / have got to register before
entering the conference hall.
6 You mustn’t / don’t have to smoke inside but you can smoke outside.
7 When I was at university, I must / had to write my assignments by hand because there
weren’t any computers then.
8 British dog-owners have to / must have passports for their dogs when they travel abroad.
9 Next year I’ll have to / ’ll must get a job to pay back all the money I’ve borrowed from the
bank for my university fees.
10 The interview went really well so I didn’t need to worry / needn’t have worried about it so
much beforehand.
2 Fill in the gaps below with the correct form of (not) have to, must, (not) need or should.
’ll have
to buy a guidebook.
1 A: I’m going to Florence next week so I
buy a book because I’ve got a small guide to
B: Ah, well, you’re in luck. You
Florence I can lend you.
2 A: What’s Mike doing these days?
B: He’s studying really hard. He
tion his company have promised him.
3 A:
pass his exams in order to get the promo-
(you) wear a uniform at work?
B: Yes, and I find it rather strange because I’ve never worn one before. When I was at
wear a uniform although the girls
wear skirts
school, we
and not trousers.
4 A: The rules for university fees have just changed. I was really lucky because I
pay for my education, but unfortunately my brother
when he goes to university next year.
B: Yes, I know. My sister will be affected too.
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pay
Modals 2
5 A: The bread’s in the oven. Can you remind me to get it out in 20 minutes? I
forget like last time when I burnt the loaf.
go now, so I won’t be able to remind you. Can’t
B: I’m sorry. I’m afraid I
you set a timer?
A: Oh,
my bread!
(you/really) go? I’d hoped you’d stay to lunch and have some of
6 A: I’ve just joined the tennis club. They’ve got all sorts of rules, you know.
B: Really? Like what?
wear white clothes on the courts, of course. But the really
A: Well, you
silly rule is that you
turn your mobile off as soon as you arrive at the
club. I don’t want to do that – what if I’m needed at work or something?
tell them.
B: Perhaps they don’t know you’re a doctor. You
3 Read the extract from an Academic Writing Task 2. Decide if the underlined phrases are
­correct or not. Tick (3) them if they are right and correct them if they are wrong.
Pollution is causing enormous problems all over the world these days. Governments
1 need to act quickly to stop this problem before it is too late.
The first thing I believe we 2 absolutely should do is reduce the amount we use our
cars. Our governments 3 must to encourage us to use public transport. In my country,
public transport is not very reliable, so the first thing that governments 4 have to
do is to ensure that buses and trains are a viable alternative to the car. They 5 also
should reduce the costs to the public of travelling on public transport.
However, it is not only the government that 6 needs to make an effort. All of us
7 should make some effort to reduce pollution. First of all, we 8 ought try to walk or
cycle if we can, rather than using our cars. In the past people 9 must walk or cycle
because they did not have cars. It is a shame that we have become so dependent on
cars now. Secondly, we 10 should trying to share car use with our friends and
colleagues.
All of us 11 will must make some changes to our lives if we want to reduce pollution.
Fortunately, we 12 mustn’t make big changes to make big improvements in the situation.
3
2 absolutely must do
5
9
6
10
3
7
11
4
8
12
1
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14
4 Fill in the gaps with the correct form of (not) have to, ought to or must(n’t) and the verbs in
brackets.
Teacher: Do you think it’s a good thing for young people to travel to different countries before
settling down to a job?
Student: Yes, I think it’s a really exciting and interesting thing to do.
Teacher: What 1 do you have to think (you/think) about if you’re going to go travelling?
(consider) lots of things first. For example, you
Student: Well, you 2
3
(have) enough money in the first place, so you
4
(work) a bit first to save some money. Then another important
thing to consider is who to go with. You 5
(travel) with a friend,
but it is probably safer and less lonely if you do. Also, you
6
(learn) a bit about the countries before you go. It’s a good idea
to research cultural issues, so that you don’t offend people by your behaviour. If you
go to Nepal, for example, you 7
(shout) or raise your voice in
public, and you 8
(always/walk) around a Buddhist temple in a
clockwise direction. You 9
(find out) these things before you go.
Teacher: What things 10
(you/arrange) before you travel?
Student: Well, to visit some countries you 11
12
(organise) that before you go.
116
(have) a visa, so you
Modals 2
D Test practice
General Training Reading Part 2
Questions 1–7
Read the passage below and answer Questions 1–7.
Staff recruitment
As an organisation, our mission is to constantly improve our performance, and the
recruitment of staff plays a key role in this. We particularly want to recruit people from
diverse backgrounds, and with a range of skills, and abilities. To meet these objectives,
our Directors will regularly review the responsibilities and roles of staff within their
sector. In addition, to attract a wide range of applicants, all Line managers should
consider whether any new post could be covered flexibly, for example, through two
employees working on a part-time basis.
When a post becomes vacant, the Line manager should advise Human Resources, who
will seek approval from the Executive Director. Once this has been granted, and before
advertising the post externally, consideration should always be given as to whether it
can be filled internally so as to motivate and retain current employees.
An accurate job description is critical to the recruitment process. When the opening
is for a new role, Human Resources will draft this document in consultation with the
appropriate Line manager when necessary. Following this, there are a number of options
for generating interest in the position, including placing advertisements in newspapers
and specialist journals. Existing employees will also be offered incentives to assist in the
process by recommending any of their personal contacts.
The majority of external applicants will apply using our online forms. However, in
exceptional circumstances, we may consider the submission of a curriculum vitae. In
these instances, candidates must also submit a cover letter detailing their suitability for
the role.
An interview panel, made up of no less than three company representatives, will be
established by Human Resources. The panel must treat all applications confidentially,
and assess each one consistently against the relevant criteria. However, a recruitment
agency will be used to manage the initial phase of the interview process through
telephone interviews. Promising recruits will then be invited to attend a face-toface interview with the in-house panel. This panel will comprise staff from relevant
departments and will be put together by Human Resources. When recruiting for
senior positions, a short list of up to ten candidates will then be drawn up, who will
be reinterviewed and asked to participate in a team meeting before the successful
candidate is selected.
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14
Questions 1–7
Complete the flowchart below.
Choose NO MORE THAN TWO WORDS from the text for each answer.
Staff recruitment process
decide whether the role can be shared.
Once a vacancy has been identified, the 1)
After receiving permission from the 2)
First, 3)
, the recruitment process can begin.
will produce a clear job description to use when advertising the post.
4)
are encouraged to suggest possible applicants.
Applicants who send in a resume will also need to provide a 5)
Once applications are received, a 6)
will call the applicants to interview them.
For higher level roles, candidates will need to take part in a second interview and a 7)
General Training Writing task 1
You should spend about 20 minutes on this task.
A friend of yours has a son / daughter who recently graduated and is now applying for jobs.
Your friend has asked you to give their son / daughter some advice about applying for a job.
Write a letter to your friend’s son / daughter. In your letter
•
•
•
give some advice about applying for a job
explain why these things are important
suggest a time and place you can meet to talk about this
118
.
Modals 2
Write at least 150 words.
You do NOT need to write any addresses.
Begin your letter as follows:
Dear …..,
Grammar focus task
Underline the correct verbs in the model answer below.
Dear Jane
Your mum has asked me to give you some advice about applying for jobs. A lot depends on the
type of job you would like, but there are some general points you 1ought / should to bear in mind.
Firstly, you 2should / need try to find out as much as you can about a company and its application
process before you apply. Second, when you apply, you 3must / have be sure to include everything
they ask for. Some companies like to have a CV and a cover letter. Others have their own online
forms that you 4have / must to use – it’s important to find all this out before you start. In the past,
companies used to ask for a photograph, but you 5needn’t / mustn’t do that now.
The reason all this is important is that it tells the company you’re serious about working for
them. You’d be surprised how many applicants don’t fill in the right forms. Also, if you manage
to get an interview, you 6need to / shouldn’t be able to answer any questions they ask about why
you chose this company, so the more you know the better.
Anyway, these are just a few points, it would be better to meet and have a chat about it. Why
don’t you and your mum come over for dinner next week so we can chat about it some more?
You 7needn’t have bothered / won’t have to bring anything – I’ll cook my famous pizzas!
See you soon,
Pauline
Which verbs are used to show advice, necessity, obligation, or no obligation?
119
15
Reported speech
tense changes; time references;
reporting questions; reporting verbs
A Context listening
A You
Context
are going Listening
to hear an interview with Christopher West, the Managing Director of a com1
pany called Angleside. Before you listen, look at the newspaper headlines below. Which of the
topics in the box do you think Mr West mentions?
JOBS TO GO
AT ANGLESIDE
DOUBTS OVER
­COMPANY’S FUTURE
voluntary redundancy early retirement low profits good business sense
a promising future poor relationship between management and workers
2
3
• 15a
15a
Listen to the first part of the recording and check if you were right.
Listen to the first part again and fill in the gaps.
Angleside
Mr West:
However, we 1
and 2
voluntary redundancy and early retirement
to cover most of the job losses this way.
Interviewer: And what has led to this situation? 3
Angleside poor performance over the past five years?
Mr West:
badly. This 5
No, the company 4
to do with the figures; it just makes good business sense.
Interviewer: So 6
decision to cut jobs?
Mr West:
that your figures 7
Absolutely. We 8
years ago.
a result of Angleside’s
nothing
the basis for this
the way we operate our business two
120
Reported speech
4 Here is the journalist’s radio report. Fill in the gaps with the verbs in the box.
15b Then listen to the second part of the recording to check your answers.
announced asked assured claimed denied hoped promised said
At local company Angleside, up to 150 employees will lose their jobs. Christopher West, the
they would be offering voluntary redundancy and
Managing Director, 1
early retirement and 2
to cover the job losses in this way. I 3
Mr West if these cuts were a result of Angleside’s poor performance over the past five years
but he 4
that the company had not been doing well and 5
that
the job losses have nothing to do with the figures. West 6
that they decided
to make changes two years ago. He 7
me that the company would continue to
operate in the future and 8
to do his best for the employees.
5 What are the main differences between the texts in Exercise 3 and Exercise 4?
121
15
B Grammar
We can use reported speech to report in writing or speech what someone has said.
1 Tense changes
When we report what someone has said, we sometimes change the tense of the main verb: we move
tenses ‘back’ one tense.
Original tense of main verb
Tense in reported speech
present simple
past simple
→
I live in Italy. She said she lived in Italy.
present continuous
past continuous
→
I’m living in Italy. She said she was living in Italy.
past simple
past perfect
→
I lived in Italy. She said she had lived in Italy.
past continuous
past perfect continuous
→
I was living in Italy. She said she had been living in Italy.
present perfect
past perfect
→
I’ve lived in Italy. She said she had lived in Italy.
past perfect
past perfect
→
I’d lived in Italy. She said she’d lived in Italy.
be going to
was/were going to
→
I’m going to live in Italy. She said she was going to live in Italy.
will
would
→
I’ll live in Italy. She said she would live in Italy.
may/might
might
→
I may/might live in Italy next year. She said she might live in Italy next year.
can
could
→
I can live in Italy. She said she could live in Italy.
must
had to
→
I must live in Italy. She said she had to live in Italy.
However, we often choose not to change the tense. This may be because
u what we are talking about remains true:
‘This has nothing to do with the figures.’
→ He said that the job losses have nothing to do with the figures. (at the time of reporting, this fact
is still true)
u the original tense was past simple or past continuous:
‘We decided to change the way we operate our business two years ago.’
→ West claimed that they decided to make changes two years ago.
122
Reported speech
2 Reporting verbs
When we report what someone has said, we are unlikely to use exactly the same words as in the original
speech. We can choose from many different reporting verbs to help us convey the general idea using
fewer words than in the original speech. Here are some common reporting verbs:
reporting verb (+ that)
admit, agree, announce, argue, believe, claim, complain, deny, explain, insist, promise, propose, reply, request, say,
state, suggest, think, warn:
The director claimed (that) they decided to make the changes two years ago.
reporting verb + someone + that
assure, inform, persuade, remind, tell:
He assured the interviewer that the company would continue to operate in the future.
reporting verb + to-infinitive
agree, ask, claim, offer, promise, propose, refuse:
He promised to do his best for the employees.
reporting verb + someone + to-infinitive
advise, ask, encourage, invite, persuade, remind, tell, urge, warn:
They urged the employees to stay calm.
reporting verb + preposition + -ing/noun
argue about, complain about: He complained about the terrible food.
apologise for: The company apologised for causing redundancies.
insist on: The manager insisted on seeing the staff.
complain to: He complained to the manager.
reporting verb + someone + preposition + -ing/noun
accuse of: They accused the company of planning badly.
advise about, remind about: They reminded her about the meeting.
advise on, congratulate on: He advised me on the deal.
blame for, thank for: They thanked her for coming.
reporting verb + -ing/noun
accept, admit, deny, suggest:
The director denied having financial problems.
The employees accepted the offer of early redundancy.
reporting verb + someone (+ noun)
offer, promise, refuse:
He offered her a job.
Some of the same verbs can be used in different ways (e.g. admit, claim, offer, persuade):
West claimed that they decided to make the changes two years ago.
West claimed to have decided to make the changes two years ago.
!
123
15
3 Time references etc.
We sometimes need to change other words or phrases in reported speech if they are reported at a
different time from the original words:
today → that day
tomorrow → the following day / the next day
yesterday → the day before
next week → the following week
now → then / straight away
this → that
here → there
He said he would see me tomorrow. (reported on the same day)
He said he would see me the next day. (reported at a later date)
Sometimes the context requires pronouns to change:
‘I like you.’ → He said he liked her.
‘I like you.’ → I said I liked her.
4 Reporting questions
We use statement word order when reporting questions:
I asked Mr West how he was going to deal with the problem. (not I asked Mr West how was he going
to deal with the problem.)
To report questions with question words (who, what, where, why, when, how) we keep the question
word:
‘What has led to this situation?’
→ The interviewer asked what had led to this situation.
We can use if or whether to report yes/no questions:
‘Are these cuts a result of Angleside’s poor performance over the past five years?’
→ I asked if/whether these cuts were the result of Angleside’s poor performance over the past five
years.
!
We do not use a question mark for reported questions.
Grammar extra: Other ways of reporting
We can use other expressions to report speech, e.g. according to (common in spoken and written
English), apparently, supposedly, seemingly (more common in spoken English):
According to the radio programme, they are cutting 150 jobs.
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Reported speech
C Grammar exercises
1 Here is a conversation between Tanya and her teacher.
When are you taking the IELTS test? Have you registered yet?
Yes. I’m doing it next Saturday.
Do you feel prepared for it?
Well, your classes have been really helpful, so I think so.
You’ve made excellent progress.
Thank you. I’m feeling very nervous though.
Oh, try not to worry. You’ve worked very hard.
Yes, I have. I think I’ll be alright once I’m doing the test.
A week later, Tanya tells her friend about the conversation. Fill in the gaps.
Clara
Tanya
IELTS test on Saturday!
Hi Clara
I was talking to my teacher about my IELTS test last week. She asked
1
3
me when I was taking the test. I said 2
She told
Saturday. She asked
prepared for it. I replied
5
really helpful.
excellent progress. I said
very nervous. She told
very hard. I said
4
9
7
6
worry and said
alright once I
the test.
125
10
8
15
Reported speech
2 Underline the correct verb in each sentence.
1 Some people argue/remind that banning cars from city centres would reduce pollution.
2 The organisation campaigns against pollution and for the environment and they insist/urge
people to start walking and cycling more.
3 My boyfriend is always forgetting things so it was a good thing I reminded/suggested him to
bring his passport when we went on holiday.
4 I was very unhappy with the service so I complained/insisted to the manager and he gave
me a discount on my meal.
5 I needed to talk to my boss so I reminded/suggested a meeting and we arranged one for later
that day.
6 The students felt very strongly about the issue and refused/insisted on seeing the
vice-chancellor to discuss it.
7 I asked him really nicely but he still refused/denied to help me.
8 The tennis player regretted his actions and blamed/apologised for his behaviour afterwards.
9 Jane was having difficulties sleeping and the doctor advised/suggested her to take some rest
from her heavy work schedule.
10 The armed robbers warned/announced the bank staff not to move or they might use
their guns.
3 Correct the mistakes in these sentences.
1 I met Annie and she said me she was getting married. she told me / she said
2 The education minister encouraged students take out a loan to cover their fees.
3 At the interview he asked did I want to start the job tomorrow!
4 The speaker urged people that they should vote for him.
5 We agreed making our presentation to the group first.
6 My tutor promised mark the first draft of my dissertation immediately.
7 Jacques invited us going to his house for dinner on Friday.
8 During the Speaking module the examiner asked me what were my hobbies.
9 The customers complained the quality of the food.
10 When the college announced about the changes, everyone was worried.
11 I wanted to pay for myself but my boyfriend insisted to pay.
12 The university sent me an email asking me when would I be arriving.
126
Reported speech
4 Report each of the sentences below using a verb from the box. Remember that you do not need
to report the original words exactly.
agree apologise ask ask deny encourage persuaded promise
refuse suggest
1 ‘We are going to lower taxes and reduce unemployment!’
The government promised to lower taxes and reduce unemployment.
2 ‘I really think you should apply for the job. You’d have a good chance of getting it.’
She
3 ‘No, I won’t help you. Do it yourself!’
He
4 ‘Oh, okay, I’ll go to the meeting.’
She
5 ‘I didn’t cause the accident. It wasn’t me.’
He
6 ‘We are very sorry that we lost your application form.’
They
7 ‘Why aren’t there many poisonous snakes in Britain?’
He
8 ‘Are you going to the lecture tomorrow?’
She
9 ‘Why don’t you have a day off? You could do with a rest.’
She
10 ‘Please come to the theatre with me, Dan. I really think you’ll enjoy it.’
‘Oh, alright then, Claire.’
Claire
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15
D Test practice
Listening Part 3
• 15c
Questions 1–4
Choose the correct letter A, B or C.
Solar power towers
1 How did the students feel about their topic?
A surprised by how much they could find
B relieved their tutor was able to help
C pleased to find that it wasn’t too boring
2 What do they decide to do about the science of solar towers?
A check with their tutor
B prepare a simple drawing
C explain the history behind it
3 What do the students say about salt-based solar towers?
A They seem to be less common than water-based towers.
B The information they have on them is not very useful.
C They appear to be better for the environment.
4 What do the students agree is the biggest disadvantage of solar towers?
A the high building costs
B the lack of suitable places
C the amount of energy lost
Questions 5–10
What comments do the speakers make about the solar tower projects in the following places?
Comments about solar tower projects
A
B
C
D
E
the location is unusual
the business was not a success
was the most expensive to build
provides energy for a local business
has been selling solar power the longest
F
G
H
I
Places
5
6
7
8
9
10
Morocco
Spain
the US
Sweden
South America
Cyprus
128
taller than any other built so far
was finished very quickly
covers the largest area of land
the construction method is unusual
Reported speech
Grammar focus task
Look at the extract from the recording and the summary of the discussion below. Complete the
summary using the correct form of the verbs in the box.
Steve: Yeah! Rather than getting straight into the science of solar towers, I thought we could
begin with the history, actually, and show the one Leonardo da Vinci designed.
Rosie: Maybe. The modern ones operate quite differently though, don’t they?
Steve: I suppose. Is it better to talk about the special mirrors that they use to capture more
sunlight, and how the light’s converted into energy?
Rosie: Hmm, I really don’t know if we should spend much time on all that.
Steve: OK. But I don’t want to be marked down if they say we should’ve at least mentioned it.
Rosie: The tutor mentioned that Peter and Sue did a similar topic last term. I’m seeing them
later, so why don’t I check what they did?
Steve: OK. In the meantime, I’ll draw up a basic diagram showing all the main parts, just
in case.
Rosie: Brilliant. We’ll need to be ready to answer any questions like that at the end anyway.
Steve: I agree.
agree
argue
ask
offer
remind
state
suggest
that they begin with the history of solar towers rather than the science, but
Steve 1
Rosie 2
him that the modern ones operate in a different way. Steve 3
with this, and 4
whether they should talk about the technology. Rosie was worried
about spending too much time on it, but Steve 5
that they might be marked down
if they didn’t mention it. Rosie 6
to ask Peter and Sue what they had done the
previous term, and Steve 7
that he would make a basic diagram ready just in case.
129
16
Verb + verb patterns
verb + to-infinitive; verb + -ing; verb + preposition + -ing;
verb + infinitive without to
A Context listening
Context
is doing Listening
a course. What job do you think
1A Freya
she wants to do?
2 • 16 Listen and answer these questions.
1 What course is she doing?
2 What does she enjoy most?
3 What fear has she overcome?
3
C
omplete these sentences from the recording by using the verbs in brackets.
16
Listen again and check your answers.
1 I decided
(do) an animal management course.
(study) at Fairfield College because it’s got a good range of animals and
2 I chose
everyone’s really friendly.
3 The course is only three days a week, so I’ve already started
part-time at a pet shop.
4 I prefer
(work)
(take) time so I can get to know them.
5 I don’t even mind
(clean) them out.
6 They’ve let us
(treat) some minor problems, like removing splinters from paws.
7 They make us
(handle) all kinds of animals including spiders and snakes.
8 I remember
( feel) really scared.
9 As long as you remember
10 Before, if I heard him
11 I’d really like
(do) it the way you’ve been taught, it’s fine.
(bark), I just told him
(be) quiet.
(work) in either a zoo or a safari park.
4 All the verbs you have written in Exercise 3 follow other verbs. Which verbs are followed by:
1 (object +) to-infinitive
2 (object +) -ing
3 object + infinitive without to
Which verb is followed by two different patterns?
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Verb + verb patterns
B Grammar
When you use two verbs together, the form of the second verb depends on the first verb. The second
verb can be the to-infinitive, the infinitive without to, or -ing.
!
Many verbs can also be followed by a that-clause, e.g. recommend, suggest, tell (see Unit 15).
1 Verb + to-infinitive
Some verbs are followed directly by the to-infinitive and do not need an object:
agree aim appear arrange attempt be able be likely claim
fail hope learn manage offer plan promise refuse seem
decide deserve
tend try
Was animal care something you always hoped to do?
I decided to do an animal management course during my last year at school.
Some verbs are always followed by an object + to-infinitive:
advise
allow
encourage
force
get
persuade
remind
teach
tell
warn
This course has taught me to respect all animals and overcome my fears. (not This course has taught
to respect all animals)
I just told him to be quiet.
Get is used with an object + to-infinitive when it means persuade or make:
If you want to get your teachers to notice your work, you should make sure you hand it in on time.
Some verbs can be used with or without an object + to-infinitive:
ask
choose
dare
expect
help
intend
need
prefer
prepare
want
I didn’t want to touch the snakes.
They wanted us to touch the snakes.
2 Verb (+ preposition) + -ing
Some verbs are followed by -ing:
approve of avoid can’t help can’t stand carry on consider deny don’t mind
enjoy feel like finish give up imagine include insist on involve keep
mention mind practise put off recommend resist suggest think of/about
I prefer dealing with the customers but I don’t mind cleaning out the animals and feeding them.
We’ve practised handling animals.
When a verb is followed by a preposition (except to), then the following verb is always -ing:
I was thinking about doing another course.
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16
3 Verb + to-infinitive or -ing
Some verbs are followed by either to-infinitive or -ing with little difference in meaning:
attempt
begin
bother
continue
hate
like
love
prefer
start
I’ve started working at a pet shop. (= I’ve started to work at a pet shop.)
I like feeding the animals. (= I like to feed the animals.)
Would like / would love / would prefer are followed by the to-infinitive:
I’d really like to work in either a zoo or a safari park.
I’d prefer to stop studying for a while.
!
Some verbs mean something different when they are followed by the to-infinitive or -ing:
forget
verb
go on
need
remember
stop
try
+ to-infinitive
+ -ing
u one action follows another:
u an action is repeated or continued:
go on
After university she went on to get a job as a vet. She went on talking even though the film had
(= she finished university and then she got a started. (= she continued talking)
job as a vet)
u you remember after doing the action:
remember u you remember before you do the action:
As long as you remember to do what you’ve I remember feeling really scared. (= 1 I felt
been told, it’s fine. (= 1 remember 2 do what scared 2 I remembered that feeling)
you’ve been told)
u the action did not happen:
u the action happened:
forget
I forgot to post my application form. I’ll never forget meeting you that cold winter’s day.
(= I didn’t post it) (= we did meet)
This form is usually in the negative.
u there are two actions and the first stops so
u there is one action which stops:
stop
that the second can begin: I’m going to stop studying for a while.
I stopped to ask the way.
(= I stopped and then I asked)
u make an effort to do something. You may not
u experiment with doing something:
try
always be successful:She tried adding a bit more sugar but it still
I try to find out why he’s barking.
tasted horrible.
u the subject of the sentence will do the action:
u there is a passive meaning:
need
I need to mend my jeans. (= I will mend them) My jeans need mending. (= we don’t know
who will mend them)
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Verb + verb patterns
4 Verb + object + infinitive without to
feel
hear
help
let
make
notice
see
watch
Make and let are always followed by an object + infinitive without to:
They made us handle all kinds of animals including spiders and snakes.
They let us take it slowly.
! When make is used in the passive we use the to-infinitive:
I was made to handle all kinds of animals including spiders and snakes.
Help can be followed by an infinitive with or without to:
The course helped me understand my own dog better. (= The course helped me to understand my
own dog better.)
5 Negatives
If we want to make the second verb negative, we use not:
I chose not to study at this college.
I enjoy not working late.
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16
C
Grammar exercises
1 Fill in the gaps with the correct form of the verbs in brackets.
Tutor:
So have you managed 1 to finish (finish) the assignment, Kumiko?
(add) a bibliography, so I’d like
Kumiko: Well, I’ve nearly finished but I forgot 2
3
(have) an extension, if that’s possible?
Tutor:
How long will you need 4
Kumiko: I aim 5
Tutor:
(do) it?
(finish) it today, but maybe two days would be the best thing.
Yes, that’s fine. Have you begun 6
(work) on your dissertation yet?
(write) my questionnaire a couple of weeks ago, but I
Kumiko: Yes, I started 7
stopped 8
(complete) this assignment. I’m planning 9
(get) the
questionnaire ready by the end of the week, and I’m hoping 10
(show) it to
you for your comments before I use it. Could we meet next week?
Tutor:
Yes, of course. I’m afraid I can’t find my diary though. I remember 11
( put) it in my briefcase this morning, but it doesn’t seem 12
(be) there.
Why don’t you email me with a suitable time?
Kumiko: Yes, okay.
Tutor:
So, I’ll see you in the seminar tomorrow. Don’t forget 13
Kumiko: Thank you, I’ll try 14
(email) me!
(remember).
2 Underline the correct form of the verbs.
1 Mario remembered to give / giving his assignment to his tutor because he had spoken to her
about its length, but she insisted that she had never received it.
2 If you can’t find the information at the library, try to look / looking on the Internet.
3 She studied medicine at university and went on to become / becoming a surgeon.
4 Look at Mum’s car! It definitely needs to clean / cleaning!
5 I’ll never forget to fall / falling off that swing when I was a child.
6 I was really nervous about the interview, and although I tried not to worry / not worrying,
I was awake most of the night.
7 The new government needs to take / taking notice of the opinions of the people.
8 It seems that the new system of sending out reminders has worked, because this year 90%
of members remembered to renew / renewing their membership in time.
9 Economists predict that house prices will go on to rise / rising for at least another year.
10 We weren’t able to see the concert because Tamsin forgot to bring / bringing the tickets.
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Verb + verb patterns
3 Decide if the underlined sections are correct or not. Tick (3) them if they are right and correct
them if they are wrong.
Teacher: What impact do you feel a good learning experience at
school can have on people in terms of future learning?
Student:
Oh, well, obviously, having a good experience as a student
will 1 allow you feel positive about learning in general. If
you’ve had supportive teachers at school who 2 encouraged
you to work hard, you are more likely 3 to go on to be
conscientious in your university studies.
1
2
3
Teacher: Can you give me an example?
Student:
Well, with my art classes, my teacher was so supportive that
I 4 tried very hard pleasing her. However, I have had other
teachers who 5 have made me to feel useless, and that 6 made
me wanting to give up.
4
5
6
Teacher: How can teachers ensure that their students have a positive
learning experience?
Student:
I think teachers 7 need to be interested in their students. If
they aren’t interested, their students 8 will stop to make an
effort. Also, if students 9 enjoy being in class, they are more
likely to learn. Students 10 don’t mind to work hard if they
like what they are doing. So teachers should 11 try to make
their classes stimulating.
7
8
9
10
11
Teacher: Do you think that the curriculum in schools allows teachers
to be creative and make their lessons interesting?
Student:
Yes, in my country teachers must follow a curriculum, but the 12
government 12 doesn’t force them teach in a certain way. That 13
means that teachers can 13 decide to teach the topic however 14
they like. So, teachers can still be creative and 14 let their
students deciding how they learn.
135
allow you to feel
3
16
4 Fill in the gaps in the letter using both of the verbs in brackets.
Dear Sir,
I am writing to complain about the service I received in your hotel at the
weekend. I arrived at your hotel at lunchtime on Friday and your receptionist
1 told me to take (tell /me/take) a seat while she dealt with some other
customers. I 2
(not feel like/wait) after a long journey but
I sat down anyway. However, after your receptionist 3
(finish/
talk) to the other customers she walked away and left no one behind
the desk. After about ten minutes, I rang the bell, but still no one came.
I4
(try/find) someone else to help me, and when I
5
(fail /do) this I went behind the desk and called through the
door. The receptionist was sitting in the back room at the computer. When she
6
(see/me/stand) in the doorway, she apologised and said she
7
(need/send) an urgent email and 8
(carry
on/look) at her screen.
If this had been the only poor service I received during my stay, I would not
9
(bother/write) this letter. However, later that evening, in the
dining room, I had another bad experience. Your menu only had one vegetarian
dish, so I ordered this. Imagine my horror when I 10
(start/eat)
and discovered meat in the dish. I 11
(consider/leave)
immediately, but instead I explained the situation to the waiter. I
12
(expect/him/get) me another vegetarian meal, but instead he
simply shrugged his shoulders, removed the plate and walked away.
I 13
(hope/receive) a full apology from you for this poor service
and some recompense for the unpleasant time I experienced whilst staying in
your hotel. I 14
(advise/you/give) your staff some customer
care training in the immediate future.
Yours faithfully,
Geraint Rees
136
Verb + verb patterns
D Test practice
Academic Reading
You should spend about 20 minutes on Questions 1–13 which are based on the Reading
Passage below.
How consumers decide
Professor John Maule from the University of
Leeds describes new research into the way
that consumers choose a product.
Consumers are creatures of habit: they buy the
same products time and time again, and such
is their familiarity with big brands, and the
colours and logos that represent them, that they
can register a brand they like with barely any
conscious thought process. The packaging of
consumer products is therefore a crucial vehicle
for delivering the brand and the product into our
shopping baskets.
Having said this, understanding how consumers
make decisions, and the crucial role of packaging
in this process, has been a totally neglected area
of research so far. This is surprising given that
organisations invest huge amounts of money in
developing packaging that they believe is effective
– especially at the retail level. Our Centre for
Decision Research at Leeds University’s Business
School, in collaboration with Faraday Packaging,
is now undertaking work in this area. It has
already led to some important findings that
challenge the ways in which organisations think
about consumer choice.
The research has focused on two fundamental
types of thinking. On the one hand, there’s
‘heuristic processing’, which involves very
shallow thought and is based on very simple
rules: 1) buy what you recognise, 2) choose what
you did last time, or 3) choose what a trusted
source suggests. This requires comparatively
little effort, and involves looking at – and
thinking about – only a small amount of the
product information and packaging. One can
do this with little or no conscious thought. On
the other hand, ‘systematic processing’ involves
much deeper levels of thought. When people
choose goods in this way, they engage in quite
detailed analytical thinking – taking account
of the product information, including its price,
its perceived quality and so on. This form of
thinking, which is both analytical and conscious,
involves much more mental effort.
The role of packaging is likely to be very different
for each of these types of decision making. Under
heuristic processing, for example, consumers
may simply need to be able to distinguish the
pack from those of competitors since they are
choosing on the basis of what they usually
do. Under these circumstances, the simple
perceptual features of the pack may be critical
– so that we can quickly discriminate what we
choose from the other products on offer. Under
137
16
systematic processing, however, product-related
information may be more important, so the pack
has to provide this in an easily identifiable form.
Consumers will want to be able to compare the
product with its competitors, so that they can
determine which option is better for them. A
crucial role of packaging in this situation is to
communicate the characteristics of the product,
highlighting its advantages over possible
competitors.
So, when are people likely to use heuristic
and systematic processing? First, we know that
people are cognitive misers; in other words,
they are economical with their thinking because
it requires some effort from them. Essentially,
people only engage in effort-demanding
systematic processing when the situation justifies
it, for example when they are not tired and when
the purchase is important to them. Second,
people have an upper limit to the amount of
information they can absorb. If we present too
much, therefore, they will become confused.
This, in turn, is likely to lead them to disengage
and choose something else. Third, people often
lack the knowledge or experience needed, so
will not be able to deal with things they do not
already understand, such as the ingredients of
food products, for example. And fourth, people
vary in the extent to which they enjoy thinking.
Our research has differentiated between people
with a high need for thinking – who routinely
engage in analytical thinking – and those low in
the need for cognition, who prefer to use very
simple forms of thinking.
This work has an important impact on packaging
in that what makes packaging effective is likely
to vary according to the type of processing
strategy that consumers use when choosing
between products. Producers need to understand
how consumers are selecting their products if
they are to develop packaging that is relevant.
Furthermore, testing the effectiveness of packaging
can be ineffective if the methods employed
concern one form of thinking (e.g. a focus group
involving analytical thinking) but consumers are
purchasing in the other mode (i.e. the heuristic,
shallow form of thinking).
For the packaging industry it is important that
retailers identify their key goals. Sustaining a
consumer’s commitment to a product may involve
packaging that is distinctive at the heuristic level
(if the consumers can recognise the product, they
will buy it) but without encouraging consumers
to engage in systematic processing (prompting
deeper-level thinking that would include making
comparisons with other products). Conversely,
getting consumers to change brands may involve
developing packaging that includes information
that does stimulate systematic processing and
thus encourages consumers to challenge their
usual choice of product. Our work is investigating
these issues, and the implications they have for
developing effective packaging.
138
Verb + verb patterns
Questions 1–8
Do the following statements agree with the information given in the Reading Passage?
Next to Questions 1–8 write
TRUE
FALSE
NOT GIVEN
1
2
3
4
5
6
7
8
if the statement agrees with the information in the passage
if the statement contradicts the information in the passage
if there is no information on this
The colours and labelling on a product have little impact on shoppers.
Companies study consumer behaviour before developing their packaging.
The concept of heuristic processing was thought up by Leeds University Business School.
A person who buys what another person recommends is using a heuristic approach to
shopping.
Shoppers using systematic processing are more concerned about quality than price.
Systematic processing is less challenging than heuristic processing.
Expensive packaging is more important in heuristic processing than in systematic
­processing.
To appeal to shoppers who use systematic processing, clear details about a product must
be given.
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16
Questions 9–13
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers next to Questions 9–13 below.
When people are likely to use different types of thinking
What we know:
• people are more likely to use heuristic processing when they are feeling 9
• if too much 10
is given, then shoppers may buy another product
How companies can use this information:
• food companies should not assume consumers know a lot about 11
• testing of packaging aimed at heuristic thinking will be 12
use analytical thinking
if the focus group
• to keep existing customers, packaging should be 13
but simple
Grammar focus task
Look at these sentences from the text. Without looking back, fill in the gaps using the correct
form of the verbs in brackets.
1 This is surprising given that organisations invest huge amounts of money in
(develop) packaging that they believe is effective.
(look at) – and
2 This requires comparatively little effort, and involves
(think about) – only a small amount of the product information and packaging.
3 Under heuristic processing, for example, consumers may simply need
(be able to) distinguish the pack from those of competitors.
4 Consumers will want
5 The role of packaging is likely
(be able to) compare the product with its competitors.
(be) very different.
6 People vary in the extent to which they enjoy
7 Prompting deeper-level thinking that would include
other products.
(think).
(make) comparisons with
(change) brands may involve
(develop)
8 Conversely, getting consumers
packaging… that does stimulate systematic processing and thus encourages consumers
(challenge) their usual choice of product.
140
Likelihood based on conditions 1
zero,
zero, first
first and
and second
second conditionals;
conditionals;
other
other ways
ways to
to introduce
introduce aa condition
condition
17
A Context listening
A Simon
Context
Brown Listening
has just inherited $10,000 from his grandfather
1
and is talking to his father about what to do with it. Look at these
­pictures. What would you do with the money?
2
Listen to the recording. Which of the things in the pictures do Simon and his father talk
about? Do you agree with Simon or his father?
• 17
3 Match the first and second halves of these sentences from the recording.
17
Listen again and check your answers.
1 Unless you invest it properly, ...
2 If I invest it, ...
3 If I went travelling, ...
4 If you were to spend a year travelling around the world, ...
5 If you own a car, ...
6 It would be great ...
7 You won’t lose any money ...
8 As long as you get a second-hand one, ...
a you’d probably need an awful lot more money than this!
b if I could drive to work instead of travelling on the bus.
c you won’t earn much interest.
d provided that you think of it as a long-term investment.
e you should still be able to invest some of the money as well.
f I’d lose a year of study.
g you also have to pay for insurance and road tax every year.
h I won’t be able to access the money quickly.
4 Look at the sentences in Exercise 3 above. Which words or phrases have a similar meaning to
if ? Do any of the sentences talk about events in the past?
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17
B Grammar
Conditional sentences talk about a condition (usually introduced by if ) and a possible result or
consequence. The if-clause can be before or after the result clause. We use a comma between clauses
when the if-clause comes first. Either clause can be positive or negative.
1 Zero conditional
if + present tense, + present tense
present tense + if + present tense
If you heat water to 100°C, it boils.
Water boils if you heat it to 100°C.
We use the zero conditional to talk about something that is a general truth or fact (if has a similar
meaning to every time):
If you own a car, you also have to pay for insurance and registration every year.
If it is no longer a fact, we use the past tense:
When I was a child, if I helped my mother, she gave me extra pocket money.
2 First conditional
if + present tense, + will/won’t (might/could/going to) + verb
will/won’t (might/could/going to) + verb + if + present tense
If I invest my money, it will grow.
My money will grow if I invest it.
We use the first conditional to talk about something we feel is a probable future result:
If you leave your money in the bank, you won’t earn any interest and it may lose value over time.
We can use might, could or may instead of will to suggest something is less probable:
If I invest it, I might lose it all.
or can to mean sometimes:
If you travel at rush hour, the trains can be very crowded. (this sometimes happens)
3 Second conditional
if + past tense, would(n’t) (might/could) + verb
would(n’t) (might/could) + verb + if + past tense
If I invested my money, it would grow.
My money would grow if I invested it.
We use the second conditional to talk about imaginary, impossible or unlikely situations in the
present or future. The past tense does not refer to past time:
If I went travelling, I wouldn’t have any money left over.
! With the verb be we can use was or were with I/he/she/it:
That’s what I would do if I were/was you.
We can use was/were + to-infinitive to refer to unlikely actions in the future:
If you were to spend a year travelling around the world, you’d probably need an awful lot more
money than this!
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Likelihood based on conditions 1
4 Other words to introduce a condition
We can use other words such as when, provided that, in case, so/as long as and unless instead of if in
zero, first and second conditional sentences.
when; as soon as
We use when and as soon as instead of if to show that something is more likely:
I’ll give you a lift into town if I finish my work in time. (= I am not sure if I will be able to give you
a lift)
I’ll give you a lift into town when/as soon as I finish this work. (= I will give you a lift)
unless
We use unless to show a negative condition, with a similar meaning to if ... not:
You won’t earn much interest unless you invest it properly. (= if you don’t invest it properly)
provided/providing that; so/as long as
These phrases can be used instead of if for emphasis. Provided/providing that are more common in
written than spoken English:
You won’t lose any money provided that you think of it as a long-term investment. (= if you think)
As long as you get a second-hand car, you should still be able to invest some money. (= if you get)
in case
We use in case to talk about precautions. Compare:
You should keep this reference number in case there are any problems. (= keep the reference number
because there might be problems later)
You should quote this reference number if there are any problems. (= quote this reference number at
the time of any problems)
! We don’t usually start a sentence with in case.
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17
C Grammar exercises
1 Match the beginnings (1–8) and the endings (a–h) of these sentences.
1 If I win the competition, c
a we’ll give you the job.
2 If you boil milk,
3 What will you do
b if you don’t get accepted at Macquarie
University?
4 What happens to the engine
c I’ll take you somewhere nice to celebrate.
5 If I get all my work done in time,
d if you put diesel fuel into a petrol-driven car?
6 I might buy a new laptop computer
e it forms a skin on the top.
7 If you agree to enrol in the diploma
course,
f I’ll be home by six o’clock tonight.
8 If you put the sofa there,
h if my boss allows me to work from home
sometimes.
g you won’t be able to open the cupboard.
2 Fill in the gaps in the extracts below using the verbs in brackets in the correct form.
1 My parents would love (love) it if I
(become) a doctor but I’m not sure I’d be
able to face all those years of study. Also if I
all those hours you have to work.
(be) a doctor, I
(hate)
2 These days I shop online more and more. If I
(not/have) my laptop or mobile,
I
(not/know) what to do. I buy food, clothes, books and gifts for friends online
as well as book holidays. If you
(not/find) what you want in the shops, you
(find) it online. I’m going to Barcelona in a few weeks and I’m going to book everything
online because it
(save) me about £100 if I
(do) it that way.
3 This production of Shakespeare’s play
(surprise) you, unless you
(be used to) seeing all the characters being played by just two people!
4 Eggs are best kept at a cool room temperature, so I don’t keep my eggs in the fridge. If I
(keep) them in the fridge, I
(take) them out half an hour before
cooking. However, not everyone has somewhere cool to keep eggs. If you
(not/
have) a cool place to store them in your home, you
(have to) use the fridge,
but just remember to take them out in time.
144
Likelihood based on conditions 1
3 Decide if the underlined verbs are correct or not. Tick (3) them if they are right and correct
them if they are wrong.
Teacher: Is it better to have one special friend or lots of good ones?
Student: I think that if you have lots of friends, you 1 will be lucky.
However, I feel that everyone should have someone special. If
you 2 won’t have a special friend, you won’t have someone to
talk to at difficult times in your life.
Teacher: When do people make most friends?
Student: Well, everyone makes friends when they are at school. If you
3 are in an environment where everyone is your own age,
you 4 would probably make friends.
Teacher: Do you think that friends need to be similar ages?
Student: Well, generally friends from school are similar ages. But
when you 5 started work, for example, you meet people
of different ages. If you get on well with someone and
you 6 will have a lot in common, then age 7 won’t be
important.
Teacher: Do people need to have things in common to be friends?
Student: Well, yes. If you 8 like the same things, you will
probably get on well. But having said that, I have a very
good friend who is completely different from me. She loves
sport and I hate it. If you asked me why we were friends, I
9 am not able to say! Maybe it’s just chance – if you are in a
certain place at a certain time, you 10 become friends, but
if you 11 will meet the same person at a different time in a
different place, it 12 didn’t happen.
Teacher: What different roles do friends play in people’s lives?
Student: Well, your friends are the people you choose to be with. And
if you 13 will need help, you often turn to your friends. It
works the other way too. When your friends need you, you
14 will help them.
145
1
2
3
4
5
6
7
8
9
10
11
12
13
14
are lucky
17
4 Underline the correct words.
1 I’ll put my umbrella in my bag in case / provided that it rains later.
2 Unless / As long as you pay me in advance, I’ll buy the tickets for you.
3 I’m going to get fat if / unless I stop eating so much chocolate.
4 You must follow the instructions accurately in case / unless you want to risk damaging the
machine.
5 When I travel on planes, I always put my toothbrush in my hand luggage in case / if my
suitcase gets lost.
6 Ice skating is fun as long as / when you are willing to fall over a lot!
7 Dear Mr Brown, I am writing to inform you that your library books are overdue. Provided
that / When you return them immediately, you will not be fined.
8 I’ve just signed the contract for the job in Indonesia, starting in April. When / If I move
there, I’ll have to sell my car.
9 I wouldn’t stay out in the sun too long as long as / if I were you.
10 I don’t really like going to parties unless / as long as I know most people there.
146
Likelihood based on conditions 1
D Test practice
Academic Reading
You should spend about 20 minutes on Questions 1–13 which are based on the Reading
Passage below.
Endangered chocolate
A The cacao tree, once native to the equatorial American forest,
has some exotic traits for a plant. Slender and shrubby, the cacao
has adapted to life close to the leaf-littered forest floor. Its large
leaves droop down, away from the sun. Cacao doesn’t flower, as
most plants do, at the tips of its outer and uppermost branches.
Instead, its sweet white buds hang from the trunk and along a few
fat branches which form where leaves drop off. These tiny flowers
transform into pulp-filled pods almost the size of rugby balls. The
low-hanging pods contain the bitter-tasting, magical seeds.
B Somehow, more than 2,000 years ago, ancient humans in
Mesoamerica discovered the secret of these beans. If you scoop
them from the pod with their pulp, let them ferment and dry in the sun, then roast them over a
gentle fire, ­something extraordinary happens: they become chocolatey. And if you then grind and
press the beans, which are half cocoa butter or more, you will obtain a rich, crumbly, chestnut-brown
paste – chocolate at its most pure and simple.
C The Maya and Aztecs revered this chocolate, which they frothed up with water and spices to make
bracing concoctions. It was edible treasure, offered up to their gods, used as money and hoarded like
gold. Long after Spanish explorers introduced the beverage to Europe in the sixteenth century, chocolate
retained an aura of aristocratic luxury. In 1753, the Swedish botanist Carolus Linnaeus gave the cacao
tree genus the name Theobroma, which means ‘food of the gods’.
D In the last 200 years the bean has been thoroughly democratized – transformed from an elite drink
into ubiquitous candy bars, cocoa powders and confections. Today chocolate is becoming more p­ opular
worldwide, with new markets opening up in Eastern Europe and Asia. This is both good news and bad
because, although farmers are producing record numbers of cacao beans, this is not enough, some
­researchers worry, to keep pace with global demand. Cacao is also facing some alarming problems.
E Philippe Petithuguenin, head of the cacao program at the Centre for International Cooperation in
­Development-Oriented Agricultural Research (CIRAD) in France, recently addressed a seminar in
the Dominican Republic. He displayed a map of the world revealing a narrow band within 18° north
and south of the equator, where cacao grows. In the four centuries since the Spanish first happened
upon c­ acao, it has been planted all around this hot humid tropical belt – from South America and the
­Caribbean to West Africa, east Asia, and New Guinea and Vanuatu in the Pacific.
147
17
F At present, 70% of all chocolate beans come from West Africa and Central Africa. In many parts, growers
practise so-called pioneer farming. They strip patches of forest of all but the tallest canopy trees and
then they put in cacao, using temporary plantings of banana to shade the cacao while it’s young. With
luck, groves like this may produce annual yields of 50 to 60 pods per tree for 25 to 30 years. But
eventually soil exhaustion takes its toll and yields diminish. Then the growers move on and clear a new
forest patch – unless farmers of other crops get there first. ‘World demand for chocolate increases
by 3% a year on average. With a lack of land for new plantings in tropical forests, how do you meet that?’
said Petithuguenin.
G Many farmers have a more imminent worry: outrunning disease. Cacao, especially when grown in
plantations, is at the mercy of many afflictions, mostly rotting diseases caused by various species of fungi,
which cover the pods in fungus or kill the trees. These fungi and other diseases spoil more than a
quarter of the world’s yearly harvest and can devastate entire cacao-growing regions.
H One such disease, witches broom, devastated the cacao plantations in the Bahia region of Brazil.
Brazil was the third-largest producer of cacao beans but in the 1980s the yields fell by 75%. According
to Petithuguenin, ‘if a truly devastating disease like witches broom reached West Africa (the world’s
largest producer), it could be catastrophic.’ If another producer had the misfortune to falter now, the
ripples would be felt the world over. In the United States, for example, imported cacao is the linchpin
of an $8.6 billion domestic chocolate industry that in turn supports the nation’s dairy and nut industries;
20% of all dairy products in the US go into confectionery.
I
Today, research is being carried out to try to help cacao farmers address the problem of disease by
developing plants that are resistant to pests and pathogens. However, even the best plants are useless if
there isn’t anywhere to grow them. ‘You cannot keep cutting tropical forest, because the forest itself is
endangered,’ says Petithuguenin. Another problem is that farmers who grow cacao typically get a pittance
for their beans. Most are at the mercy of local middlemen, who buy the beans, then sell them for a much
higher price to the chocolate manufacturers. If the situation is to improve for farmers, these people
need to be removed from the process. But the economics of cacao is rapidly changing because of the
diminishing supply of beans. Some companies have realised that they need to work more closely with the
farmers to ensure that sustainable farming practices are used. They need to replant areas and create a
buffer for the forest, to have ground cover, shrubs and small trees as well as the canopy trees. Then the
soil will be more robust and more productive. They also need to empower the farmers by guaranteeing
them a better share of the profits reaped by the rest of the chocolate business so that they will be
encouraged to grow cacao and can maintain their way of life.
148
Likelihood based on conditions 1
Questions 1–6
The Reading Passage has nine paragraphs, A–I.
Which paragraph contains the following information?
Write the correct letter, A–I, next to Questions 1–6 below.
NB You may use any letter more than once.
1
2
3
4
a list showing the extent of the cacao-growing areas
an example of how disease has affected one cacao-growing region
details of an ancient chocolate drink
a summary of the advantages and disadvantages of the global spread of chocolate consumption
5 the typical lifespan and crop size of a cacao plantation
6 a reference to the scientific identification of the cacao plant
Questions 7–9
Choose the correct letter, A, B, C or D.
7 The flowers of the cacao plant appear
A
B
C
D
at the end of its top branches.
along all of its branches.
mainly on its trunk.
close to its leaves.
8 In Africa, banana trees are planted with the cacao plants in order to
A
B
C
D
replace the largest trees.
protect the new plants.
provide an extra crop.
help improve soil quality.
9 In paragraph H, what is the writer referring to when he says ‘the ripples would be felt the
world over’?
A
B
C
D
the
the
the
the
impact a collapse in chocolate production could have
possibility of disease spreading to other crops
effects of the economy on world chocolate growers
link between Brazilian growers and African growers
149
17
Questions 10–13
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers next to Questions 10–13 below.
Addressing the problems faced by cacao farmers
Need to:
• find plants which are 10
to disease
• ensure farmers do not have to deal with 11
• encourage farmers to use farming methods that are 12
• ensure farmers get an appropriate part of the chocolate industry’s 13
Grammar focus task
Without looking back at the exam task, fill in the gaps with the verbs from the box in the
­correct tense.
become
dry
grind
happen
let
obtain
press
roast
scoop
Somehow, more than 2,000 years ago, ancient humans in Mesoamerica discovered the secret
of these beans. If you 1
them from the pod with their pulp, 2
them
ferment and 3
in the sun, then 4
them over a gentle fire, something
extraordinary 5
: they 6
chocolatey. And if you then 7
and 8
the beans, which are half cocoa butter or more, you 9
a rich,
crumbly, chestnut-brown paste – chocolate at its most pure and simple.
150
Likelihood based on conditions 2
third
third conditional;
conditional; mixed
mixed conditionals;
conditionals;
wishes
wishes and
and regrets;
regrets; should(n’t)
should(n’t) have
have
18
A Context listening
A You
Context
are going Listening
to hear Simon Brown talking to his friend, Anna,
1
about his car. Look at the pictures below. Why do you think he
regrets buying it?
Ban
k sta
tem
ent
TOTA
L
–150
00.0
2
• 18
0
Listen and decide if the following statements are true or false.
1 Simon bought a second-hand car.
2 The price of petrol nearly doubled last month.
3 Simon has saved very little money from his job.
4 Simon took his father’s advice about the car.
5 Simon has a lot of money.
3
18
Listen again and complete these sentences.
1 If I
2 It probably
3 If I
4 If only I
5 If I
a second-hand car, I
to take out this big bank loan.
so bad if the price of petrol
last month.
a bit before buying the car, I
to him, none of this
his advice, I
to save quite a bit by now.
.
a small fortune now.
4 Look at your answers to Exercise 3 and answer these questions.
1 Which tense is used in the if-clause in sentences 1, 2, 4 and 5?
Does it refer to present or past time?
2 Which sentences refer to a past situation in the result clause?
Which structure is used?
3 Which sentences refer to a present situation in the result clause?
Which structure is used?
151
18
B Grammar
1 Third conditional
if + past perfect, would(n’t) have + past participle
would(n’t) have + past participle + if + past perfect
If you’d asked me, I’d have done it.
I’d have done it if you’d asked me.
The third conditional describes hypothetical situations in the past. We use the third conditional to
imagine the result of something that did not happen:
If I’d bought a second-hand car, I wouldn’t have taken out this big bank loan. (= he bought a new
car so he did take out a bank loan)
We can use might or could instead of would to say that something was less certain:
If I’d saved more money, I might have gone on that college trip last week.
2 Mixed conditionals
if + past perfect, would(n’t) + verb
if + past simple, would(n’t) have + past participle
if + past perfect, would(n’t) be + -ing
if + past continuous, would(n’t) + verb
if + past simple, would(n’t) be + -ing
If I’d saved more, I’d be rich.
If I was sensible, I’d have saved more.
If I hadn’t saved, I wouldn’t be going on holiday.
If I was going on holiday soon, I’d be happy.
If I didn’t have savings, I wouldn’t be going on holiday.
We use mixed conditionals when the time in the if-clause is different from the time in the result
clause.
We can mix past time and present time to imagine
u the present result of a hypothetical past situation or action:
past situation
u
present result
If I’d taken his advice, I’d own a small fortune now instead of a big debt! (= I didn’t take his advice
so now I don’t own a small fortune)
It wouldn’t be so bad if the price of petrol hadn’t almost doubled last month.
the past result of a hypothetical situation in the present:
present situation
past result
If you got on better with him, you might have listened to his suggestions. (= you don’t get on with
your father so you didn’t listen to his suggestions)
If he had more qualifications, he would have got the job.
We can mix past time and future time to imagine
the future result of a hypothetical past situation or action:
u
past situation
future result
If I hadn’t broken my wrist, I’d be playing tennis later. (= I did break my wrist so I am not playing
tennis later)
If I’d bothered to get tickets, I’d be going to the concert tonight. (= I didn’t bother to get tickets so I
am not going to the concert)
152
Likelihood based on conditions 2
We can mix future time and present time to imagine
u the present result of a hypothetical future situation or action:
future situation
u
present result
If I wasn’t meeting my manager later, I’d be at the conference now. (= I am meeting my manager
later, so I’m not at the conference now)
the future result of a hypothetical situation in the present:
present situation
future result
If I was at home in America, I’d be seeing my mother tomorrow because it’s her birthday. (= I am
not at home in America, so I won’t be seeing my mother tomorrow)
3 Wishes and regrets
We use wish + past verb to talk about situations that we would like to be different:
I wish I could help you. (= I can’t help you and I am sorry about that)
I wish my father wasn’t always right! (= he is always right and I find that annoying)
We use wish + something/someone + would + infinitive without to to show that we want something to
happen or someone to change their behaviour. We do not use this with state verbs:
I wish they would stop talking so loudly! (= they are talking loudly and I want them to stop)
I wish this holiday would go on forever.
We use wish + past perfect to talk about past situations that we regret:
I wish I’d thought about the other costs before I bought it. (= I didn’t think about the other costs and I
regret it now)
We can use never for emphasis with a negative verb:
I wish I’d never bought the car. (= I did buy it and I really regret it now)
! We can use if only in place of wish with the same meaning. It is a little more formal:
If only I had listened to my father!
4 Should(n’t) have
We use should(n’t) have + past participle to say that what did or did not happen was a mistake or a
bad thing:
I should have listened to him. (= but I didn’t)
We can use never for emphasis with a negative verb:
I should never have bought it! (= I did buy it and now I regret it)
Grammar extra: If it wasn’t for ...
We can use if it wasn’t/weren’t for + noun phrase to say that a situation is dependent on another
situation, person or thing:
If it wasn’t/weren’t for the car, I’d have no money worries now. (=the car is the reason for my
worries)
We can use if it hadn’t been for to talk about a past situation:
If it hadn’t been for your advice, I would have made the wrong decision.
153
18
C Grammar exercises
1 Fill in the gaps with the correct form of the verbs in brackets.
Tutor:
Tell me what you intend to write in your evaluation of your research.
’d had
(1 have) a larger number of questionnaires returned,
Student: Well, firstly, if I
I
(2 get) more useful data.
Tutor:
Is there anything you could have done to improve that?
(3 receive) more completed questionnaires if
Student: Well, I suppose I
I
(4 make) the questions easier to answer, for example, ‘yes/no’
­questions.
Tutor:
Yes, I think you are right. People are too busy to answer complicated questions. Any
other things you might change?
(5 be) more successful with my interviews as well if
Student: Yes. I think I
I
(6 plan) the questions more thoroughly beforehand, although I’m
not sure about that. If I
(7 prepare) the questions in more detail, it
(8 restrict) the interviewees too much. Oh, and another thing: if
I
(9 start) collecting data sooner, it
(10 not/be) such a rush
in the end.
Tutor:
(11 not/leave) it all so late,
Good. I must admit that if you
I
(12 be able to) support you more. If you
(13 come) to
see me before you sent out your questionnaires, I
(14 help) you. It is
a shame that your data was so disappointing because your research questions were
very interesting.
2 Read about two scientific discoveries that were made due to chance and complete the s­ entences.
Alexander Fleming’s most famous discovery happened entirely by
accident. One day he was cleaning the culture dishes in his lab
when he saw mould growing on one of the plates. There weren’
t
any germs growing around the mould, so Fleming decided to grow
more of it for experiments. He discovered that the mould acted
against bacterial infections. However, Fleming’s initial publication
about his discovery was largely ignored by the medical community
so he abandoned his research in 1932. It wasn’t until 1935, when
the researchers Florey and Chain saw Fleming’s research papers
,
that the drug, penicillin, was developed.
154
Likelihood based on conditions 2
1 If Fleming hadn’t been cleaning the culture dishes, he wouldn’t have seen mould growing
on one of the plates.
2 Fleming wouldn’t have grown more of the mould if there
­growing around it.
3 If his initial publication hadn’t been received so poorly by the medical community, he
in 1932.
4 Penicillin might not have been developed if Florey and Chain
.
Harold Ridley, an ophthalmologist, developed a revolutionary way
of helping
people with poor eyesight as a result of cataracts1. During World
War II, Ridley
worked with RAF pilots with eye injuries. He noticed that their
eyes did not
become infected when they had eye injuries caused by bits of Perspe
x from the
windows of their planes. As a result of this observation he decide
d to implant
plastic lenses in the eyes of people with cataracts. Surgeons had
earlier tried
replacing the lens in the eye with a glass one, but the operations
always failed
because the body rejected the glass lens. Ridley’s operations
with plastic
lenses were successful. However, the medical community oppos
ed Ridley’s
discoveries and it took many years for the technique to be accep
ted. Today
over 200 million people have their sight because of Harold Ridley
.
1
Cataracts are regions of dead cells within the lens of the eye, and
can cause blindness.
5 If Harold Ridley
pilots during World War II, he wouldn’t have
noticed the effects of Perspex splinters on their eyes.
6 If the pilots’ eye injuries had become infected from bits of Perspex, he
to implant plastic lenses in cataract patients’ eyes.
7 If earlier surgeons had used plastic lenses, the operations
.
8 It wouldn’t have taken so many years for the technique to become widely available if the
Ridley’s discoveries.
medical community
155
18
3 Find and correct the mistakes in the sentences below.
eaten
1 If I hadn’t ate so much, I wouldn’t have a stomach ache now.
2 What would you done if you’d failed the exam?
3 I am starting university next autumn if I hadn’t had such bad exam results.
4 If the government would have kept their promise, taxes wouldn’t have gone up last year.
5 I would have finished my essay on time if I didn’t have the accident.
6 If I was getting married next weekend, I was very excited by now.
7 If the economic conditions had been better when I bought this house, I might make a fortune by now.
8 Life today will be very different if Thomas Edison hadn’t invented the electric light.
9 If you were more considerate, you didn’t make so much noise last night.
10 If I didn’t go to university, I wouldn’t be doing this job now.
4 Fill in the gaps using wish or should and the words in brackets in the correct form.
1 You shouldn’t have left (not/leave) school so young. You’d have a better job now.
2 I really
it.
(you/ask) me before borrowing the car yesterday. I needed to use
(I/not/choose) physics. I
3 I’m not enjoying my degree course at all. I
(choose) maths instead because I used to love it at school.
4 I
Berlin and Paris.
(I/study) languages at school because now I travel regularly for work to
5 That man is really annoying me. I
(he/stop) whistling.
6 We’re lost again. We always get lost when you have the map. You
me have the map from the start!
(let)
(I/have) more time to work on this assignment. I’m worried I won’t
7 I
finish it by the deadline.
8 I
(it/stop) raining. I want to go for a walk.
9 I have terrible problems with my knees. I
when I was younger.
10 You
(I/not/do) so much running
(not/tell) Paula about the party – it was meant to be a surprise.
156
Likelihood based on conditions 2
D
Test practice
Academic Reading
You should spend about 20 minutes on Questions 1–13 which are based on the Reading
Passage below.
The Giant Panda
In 1869, French Jesuit
missionary Père David first
described the giant panda
to western science. With just
a pelt and reported sighting
to go on, he classified it as a
bear. However, the following
year, zoologist Alphonse Milne
Edwards dissected the first
specimen and concluded that
it had more in common with
the red panda, a member of the
raccoon family. For more than
a century, scientists quarrelled
over what the giant panda is,
and whether it belonged to the
bear family, the raccoon family
or a separate family of its own.
They had good reason to
be confused. The giant
panda shares many physical
characteristics with the red
panda. Both have evolved to
feed on bamboo, grasping
and eating it in the same way,
with similar teeth, skulls and
forepaws. They also both have
a distinctive cry which they use
to communicate with others in
their group.
In the mid-1980s there were
several studies involving DNA
comparisons between the
species. The first investigations
linked the giant panda with
bears, but in 1991 further tests
contradicted these findings and
placed it in the raccoon family
with the red panda. By the year
2000, approximately twelve
studies had been completed,
and all except two placed the
panda in the bear family. The
data from these two studies was
reanalysed by other researchers,
who finally concluded that
the giant panda is indeed a
bear, and the spectacled bear
157
of South America has been
confirmed as its closest living
relative.
Today, there are eight species
of bear. Along with dogs, their
closest relatives, cats, raccoons
and weasels, they belong to
the order Carnivora, a group
of meat-eating predators that
evolved some 57 million years
ago. The ancestors of modern
bears split from this group about
34 million years ago, and today
the panda is our oldest living
bear, followed by the spectacled
bear. Both are survivors of an
ancient lineage dating back
18 million years. The rest – the
18
brown, black, polar, Asiatic
black, sloth and sun bears – are
relatively modern, dating back
four to five million years.
Researchers have found that the
spectacled bear and the panda
have several physical features in
common. The spectacled bear’s
muzzle is comparatively short
and it has blunt molar teeth
and large jaw muscles, which
are good for grinding fibrous
vegetation – vegetation such
as bamboo. Indeed, scientists
in Venezuela have found that
bamboo makes up 70% of
the diet of some spectacled
bear populations. For most
spectacled bears, however,
bromeliads, which are a type of
tropical plant with fleshy leaves,
are their chief food source.
Most species of bromeliad grow
in trees, and spectacled bears
therefore have to be adept tree
climbers because they spend
their lives foraging for these
plants, as well as fruits, in the
cloud forest of the Andes.
The giant panda’s diet is
famously dull, with bamboo
representing 99% of its intake.
This is rather strange given
that its physiology is typical
of carnivores and it has no
special adaptation for digesting
cellulose, the main constituent
of plant cell walls. A panda
manages to digest only about
17% of the bamboo it eats (a
deer living on grass achieves
80% efficiency). It typically feeds
for 14 hours a day, consuming
20 kg or more of bamboo.
Unable to store fat effectively, it
continues eating in the bitterly
cold winter, at a time when
many other bears hibernate.
With such a specialised diet, the
giant panda has evolved a sixth
digit, a prehensile elongated
wrist bone called the radial
sesamoid. They use this ‘false
thumb’ to roll bamboo leaves
into fat, cigar-shaped wads
which they then sever using
their powerful jaws. They feed
mainly on the ground but are
capable of climbing trees as
well. The spectacled bear is
a more frequent climber and
will even climb spiky cactus
plants to reach fruit at the top.
They also construct nests in
trees to sleep in and to use as a
platform, allowing them to feed
from fruit-laden branches.
Very occasionally, the giant
panda supplements its diet
with meat which it scavenges.
Spectacled bears eat carrion,
too, and some have been known
to kill small calves. Spectacled
bears are highly adaptable and
158
are found in a wide range of
habitats including rainforest, dry
forest and coastal scrub desert.
In contrast, the giant pandas live
at an altitude of between 1,200
and 3,500 metres in mountain
forests that are characterised by
dense strands of bamboo.
The panda’s thick fur helps
to keep it warm in the cool
mountain air, but its iconic
black and white patterning may
have additional uses. There
have been many theories as
to why the panda has such a
distinctive coat, but the most
convincing argument is that
of George Schaller, one of the
first western scientists to study
wild pandas. He believes the
contrasting coat may help
prevent close encounters with
other pandas. ‘In pandas,
a stare is a threat,’ Schaller
says. ‘The eye patches enlarge
the panda’s small, dark eyes
tenfold, making the stare more
powerful. A staring panda will
hold its head low, so presenting
the eye patches. To show lack
of aggressive intent, a panda
will avert its head, cover its eye
patches with its paws or conceal
its face.’ Interestingly, the
spectacled bear is the only other
bear with comparably obvious
markings around the eye.
Likelihood based on conditions 2
Questions 1–5
Do the following statements agree with the information given in the Reading Passage?
Next to Questions 1–5, write
TRUE
FALSE
NOT GIVEN
if the statement agrees with the information in the passage
if the statement contradicts the information in the passage
if there is no information on this
1
2
3
4
Alphonse Milne Edwards agreed with the previous classification of the giant panda.
The earliest DNA tests supported Père David’s classification of the giant panda.
Two of the twelve DNA studies linked the giant panda to the red panda.
Studies show that the giant panda is closer to a spectacled bear than to other types
of panda.
5 The first giant panda emerged 35 million years ago.
Questions 6–9
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
6
7
8
9
The diet of the majority of spectacled bears consists mainly of
.
Despite its diet, the giant panda’s digestive system has more in common with
because of their feeding habits.
In winter, giant pandas cannot
which it uses when eating.
The giant panda has developed an extra
.
Questions 10–13
Complete the summary using the list of words, A–H, below.
Write the correct letter, A–H, next to Questions 10–13.
Why the giant panda has a distinctive coat
One convincing theory is that the giant panda’s colouring helps it to 10
contact with
another panda by looking at them intently. The colouring
other pandas. A panda will 11
the effect they have. If a panda wants to appear friendly, it
around their eyes helps to 12
its eyes.
will try to 13
A attract
B avoid
D increase E look
G raise
H warn
159
C hide
F protect
18
Grammar focus task
Look at the following extracts from the passage. Complete the sentences below using the verbs
in brackets in the correct form.
In 1869, French Jesuit missionary Père David first described the giant panda to western science.
With just a pelt and reported sighting to go on, he classified it as a bear.
1 If Père David
(not classify) it as a bear.
(see) a giant panda himself, he
However, the following year, zoologist Alphonse Milne Edwards dissected the first specimen and
­concluded that it had more in common with the red panda, a member of the raccoon family.
2 If Alphonse Edwards
(not/dissect) a giant panda, scientists
(not/think) the giant panda was a raccoon.
They had good reason to be confused. The giant panda shares many physical characteristics with
the red panda. Both have evolved to feed on bamboo, grasping and eating it in the same way,
with similar teeth, skulls and forepaws.
(not/resemble) a red panda, there
3 If the giant panda
(not/be) so many arguments among scientists.
In the mid-1980s there were several studies involving DNA comparisons between the species.
The first investigations linked the giant panda with bears, but in 1991 further tests contradicted
these findings and placed it in the raccoon family with the red panda.
4 If the 1991 DNA tests
argument
(not/contradict) the earlier findings, then the
(be) resolved earlier.
160
Prepositions
prepositions
prepositions after
after verbs,
verbs, adjectives
adjectives and
and nouns;
nouns;
prepositional
prepositional phrases
phrases
19
A Context listening
A A Context
Listening
student is being
interviewed for a teacher training course. Which of the following do you
1
think she says she’s worried about?
finding accommodation
transport
lots of hard work
finding maths difficult
controlling the class
having the right clothes
pupils being rude to her
being unprepared to teach
2
• 19a
Listen and see if you were right.
3
19a
Listen again and complete the interviewer’s notes below.
Notes
Reasons for applying for this course:
• has always been 1
teaching
• wants to gain a teaching qualification
Reasons for choosing our college specifically:
• can 2
accommodation 3
her brother
• was 4
the description of the course in the
prospectus
• is keen on 5
teaching before doing it
Expectations of the course:
• a friend 6
her 7
the hard work
Concerns about the course:
• feels she is not very 8
maths
• has no 9
teaching
• 10
not being able to control the class
• unsure what to do if pupils 11
her
4 Look at your answers to Exercise 3. Find at least one example of each of the following:
1 verb + about
5 adjective + in
2 adjective + about
6 noun + of
3 adjective + at
7 verb + with
4 verb + at
8 adjective + by
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19
B Grammar
The choice of preposition in a clause often depends on the adjective, verb or noun which comes
before it.
1 Verb + preposition
Verb
Preposition
care, complain, hear, know, learn, say something, talk, think, warn, wonder, worry, write
about
aim, fire, laugh, look, point, shout, yell
at
choose, decide, differentiate, distinguish
between
aim, apologise, apply, forgive, hope, long, prepare, search, wait, watch, wish
for
learn, prevent, stop
from
assure, convince
of
concentrate, count, depend, insist, rely
on
apologise, explain, present, speak, talk, write
to
be, deal, go out, play, stay
with
We do not use a preposition with marry:
She married him last year. (not She married with him)
!
Verbs of saying or thinking (e.g. complain, know, learn, say something, talk, think, warn somebody,
wonder, write) are often followed by about when we want to indicate the topic:
That way you can learn about teaching before being asked to do it.
! Some other verbs of saying or thinking (e.g. consider, debate, discuss, mention) do not need a
preposition:
We need to discuss the problem. (not discuss about)
Some verbs of saying (e.g. apologise, explain, present, speak, talk, write) are often followed by to +
person to show who the speech is directed at:
Have you talked to anyone who has done this course?
We use at + person/thing after some verbs (e.g. aim, fire, laugh, look, point, shout, yell) to show who
or what is the focus of the verb:
If they shout at me in class, I’m not sure what I’ll do.
We often use for after verbs that show desire (e.g. aim, hope, long, wish) to introduce the thing we
want:
I’m aiming for a good mark in my next assignment.
We use to after aim, hope and long if they are followed by a verb:
I’m hoping to get a better mark than last year.
!
162
Prepositions
2 Adjective + preposition
Adjective
Preposition
annoyed, anxious, concerned, depressed, excited, upset, worried
about
amazed, annoyed, astonished, awful, bad, clever, excited, good, skilled, surprised, terrible, useless
at
amazed, annoyed, astonished, concerned, disturbed, excited, impressed, inspired, shocked, surprised
by
bad, concerned, good, responsible
for
disappointed, interested
in
frightened, scared, terrified
of
aware, clever, cruel, generous, good, kind, mean, nasty, nice, polite, rude, selfish, true, typical, unkind
of
cruel, good, kind, mean, nasty, nice, polite, rude, unkind
to
annoyed, bored, concerned, disappointed, fed up, impressed, obsessed, pleased, satisfied, wrong
with
Adjectives talking about ability (e.g. awful, bad, clever, good, skilled, terrible, useless) are often
­followed by at:
I’m not very good at maths.
Some adjectives describing fear (e.g. frightened, scared, terrified) can be followed by of:
There are some aspects of the course that I am a bit scared of.
Most people are frightened of being in front of a class for the first time.
Adjectives describing behaviour (e.g. clever, generous, good, kind, nice, selfish) in a clause starting
with it, that or this are often followed by of:
Would you like a cup or tea of coffee? That’s very kind of you.
Adjectives describing behaviour directed towards others (e.g. cruel, good, kind, mean, nasty, nice,
polite, rude, unkind) are often followed by to:
I’m worried about the pupils being rude to me.
3 Noun + preposition
Noun
Preposition
anything, information, nothing, something
about
excuse, explanation, ideas, in return, need, reasons, reputation, responsibility
for
change, decrease, drop, experience, fall, increase, rise
in
experience, knowledge, understanding
of
effect, impact, influence
on
in association, experience
with
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19
4 Prepositional phrases: by, in, at, on, of
We use by
u to talk about who in a passive clause:
But you will be taught how to deal with those things by the tutors on the course.
u to explain how something is done:
You can remove any dirty marks by wiping it with a wet cloth.
u to talk about transport and communications, e.g. by plane, by email:
We’ll be in touch by email soon if that’s okay.
u to talk about chance (e.g. by chance, by accident, by mistake):
I saw the advertisement for the job by chance and decided to apply for it.
We use in for the following expressions: in love, in pain, in private, in touch, in debt, in danger, in a
rush, in fashion, in luck, in the end.
Don’t forget to keep in touch while you’re away!
We use at for the following expressions
u at first, at large, at peace:
At first I was impressed by the reputation of the university but I also like the course you offer.
u at work, at home, at school, at the airport, at university:
I’ve just finished my first degree at Stamford University.
We use on to say why you are somewhere (e.g. on holiday, on business, on duty).
We use of with expressions of quantity (e.g. all, any, both, either, neither).
Grammar extra: Prepositions
We can use nouns, pronouns or -ing after a preposition:
I was really impressed with the description of the course in your prospectus.
If they shout at me in class, I’m not sure what I’ll do.
Well, I’ve always been interested in teaching.
In negatives not comes between the preposition and -ing:
I’m worried about not being able to control a class.
164
Prepositions
C Grammar exercises
1 Choose the correct word (A, B or C) to complete each sentence.
1 I still haven’t forgiven her
A for
2 I’m going to
B of
B discuss
C ask
making a fool of myself when I give the presentation.
A for
4 I’m very
C from
to your parents about your exam results.
A talk
3 I’m scared
her behaviour in front of my boss.
B to
C of
in you. You’ve made a real mess of things.
A concerned
B astonished
5 The new drug prevents the bacteria
A to
B wrong
C disturbing
you to offer to help me.
B about
8 The president first became
A aware
C in
with our society today.
7 It was very generous
A of
growing.
B from
6 There are many things
A bad
C disappointed
C for
in politics as a student.
B involved
C enthusiastic
2 In nine of these sentences there is a wrong preposition. Underline each mistake and write the
correction.
1 There has been a rise in the number of people buying their own homes.
3
2 It is not difficult to distinguish amongst the emotional response to this crime and the law’s
response.
3 There is no need about a new school in this area.
4 We want the government to promise to make a change in the law.
5 I hate the way she always laughs to people.
6 I’ve decided to apply to that job in the newspaper.
7 Professor Ho has a good knowledge about his subject.
8 I’m afraid I broke this glass in accident.
9 My husband’s staying at my cousin while he is on business in America.
10 I gave him one of my paintings in return for his help when I moved house.
11 Why do governments always insist in doing things that are unpopular?
12 When I was in school I did much more sport than I do these days.
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19
3 Fill in the gaps in the conversation with a word from the box and a preposition.
anxious bad choose depend effect obsessed rely true worried
Teacher: Do you think that money can solve all problems?
about money if I didn’t have very
Student: No, not really. Of course, I would be 1 anxious
much, but I believe that too much money can be 2
you.
Teacher: So you think it is possible to have too much money?
Student: Well, there are lots of stories in the media about people who have won lots of
money in the lottery and realised that they are not happier as a result. I think that
people.
large amounts of money can have a negative 3
Teacher: Do you think that people 4
too much and that people are 5
equipment?
modern technology like ­computers
having the latest high-tech
many people in the
Student: Well, yes, in some countries. But this isn’t 6
world who are only 7
their next meal. In rich countries people
always want a new gadget to make life easier but I’m not sure these machines do
actually do that. When we go shopping we have to 8
hundreds
of different brands of the same thing, and when these things go wrong we don’t
know what to do. I would prefer it if life were simpler and we didn’t
9
expensive technologies so much.
166
Prepositions
4 Fill in the gaps in the letter with a preposition.
Five Star Hotels
H H H H H
Dear Mr Rees,
by
Thank you for your letter of 21 June. I was very disturbed 1
your account of what happened in our hotel last week, and I am writing
this. I can understand that you were shocked
to apologise 2
3
the way the employee spoke to you. There can be no excuse
4
such behaviour and I fully understand why you felt the need
the situation. I can provide no explanation
to complain 5
6
the way the receptionist behaved.
Our hotel group has a reputation 7
being good 8
looking after our customers, and I am very sorry that your experience
9
our service did not confirm this. I intend to deal
10
the staff member appropriately and I will ensure that she
sending her on a retraindoes not repeat this behaviour 11
ing course next week. I would like to assure you that the behaviour you
our staff.
encountered is not typical 12
As the manager, I am responsible 13
all of our employees so
please accept my apologies again and this voucher worth £50 to spend
our hotels.
in any 14
Yours sincerely,
Clive Martin
Hotel Manager
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19
D Test practice
Listening Part 2
• 19b
Questions 1–4
Choose the correct letter, A, B or C.
Write the correct letter next to questions 1–4
Becoming a storm spotter
1 How far away is the closest big town to Greenville?
A 10 kilometers
B 25 kilometers
C 500 kilometers
2 Which of the following does the speaker say is the most recent?
A the doctor’s surgery
B the fire service
C the chemist’s
3 What happened in last year’s storms?
A several houses lost their roof
B the main road was briefly closed
C a large tree was badly damaged
4 The National Weather Bureau plans to
A build a new weather station.
B install a bigger weather radar in the area.
C improve the system that warns about storms
Questions 5 and 6
Choose Two letters, A–E.
What are the general duties of the storm spotters?
A
B
C
D
E
draw a map showing where the storm hit
give the time and duration of the storm
give information about any problems caused
contact the local newspapers
say how strong the storm was
Questions 7 and 8
Choose Two letters, A–E.
What kind of weather should the storm spotters report on?
A
B
C
D
E
extreme wind
any type of hail
lightning strikes
local flooding
rainfall over 2 centimeters
168
Prepositions
Questions 9 and 10
Choose Two letters, A–E.
What do people in the community have to do to become a storm spotter?
A
B
C
D
E
complete an application form
contact the police department
register with the storm spotter network
get another storm spotter to recommend them
complete online training
Grammar focus task
These are some extracts from the recording. Fill in the gaps with the correct prepositions.
Then listen again and check your answers.
1 And I want you to know that we’re working
as we can.
2 … thanks to the arrival
Dr Jones earlier this year, we now have our own surgery …
our fire service thanks
3 Last month, 10 new volunteers were added
recruitment drive we had.
4 I am hoping
finding a way to reduce that as soon
the
some good news about that in the coming months.
5 … the only structural damage we had to deal
old fig tree onto the roof of the church hall.
was when a branch fell off the big
6 But we need to do what we can to prevent this sort of thing
you
7 And that brings me to what I really want to talk
happening again.
today.
8 … and also lets us know even sooner when to expect a big storm front to hit, so we can realit.
ly be prepared
anything.
9 … you don’t have to be particularly skilled
this.
10 Now, we need to be able to learn
11 … they don’t want to hear
12 And they do want to know
bringing down trees and so on.
every single storm …
high winds, but only if they’re strong enough to be
lightning or anything like that.
13 … we don’t want anyone struck
the Spotter network if you like …
14 Once you’re on board, you can register
15 This really is important
our community, and we’re hoping to get a lot of support.
169
20
Relative clauses
relative pronouns; defining and non-defining relative clauses;
prepositions
A Context listening
A You
Context
1
are going Listening
to hear part of a radio
programme about making sure your
home is safe when you are away. Before
you listen, look at the picture. What
do you think the radio programme
will mention?
Listen and see if you were right.
2
• 20
3
Listen again and complete the advice below using no more than three words from the
20
recording.
How to protect your home
Outdoors
• If you live in an area 1
a lot of tall trees, cut off overhanging or
dead branches.
• Put away objects 2
damaging missiles.
Indoors
• If you are away for a long time, then find someone 3
on your
home for you.
• Install lights 4
a timer so that it looks as though you are
home.
• Find someone 5
your mail regularly.
4 Look at your answers and underline all of the relative pronouns (where, which, who, that).
Which relative pronoun refers to a place?
Which relative pronouns are used to refer to people?
Which relative pronouns are used to refer to things?
170
Relative clauses
B Grammar
Relative clauses give information about a noun (or noun phrase). They are linked to the noun (or
noun phrase) by a relative pronoun (e.g. who, which). The relative pronoun can be either the subject
or the object of the clause, and we do not use another pronoun in the clause to refer to the noun:
Why not install lights which have a timer? (not Why not install lights which they have a timer?)
! We sometimes use a participle clause instead of a relative clause (see Unit 12):
the man sitting beside me (= the man who is sitting beside me)
the food kept in the fridge (= the food which is kept in the fridge)
1 Relative pronouns
We use
u who to refer to people:
Please welcome Mike Bowers, who is going to talk to us about how to look after your home.
u which to refer to things:
These are dangerous if you live in a flat which is in a large high-rise building.
u that to refer to people or things:
Find someone that can check on your home while you’re away.
Store away any objects that could become damaging missiles.
That is an alternative to who and which and is more common in spoken English.
! That is not used in non-defining relative clauses (see below).
u where to refer to places:
This is your home, the place where you keep your most treasured possessions.
u when to refer to times:
Program them to come on at times when you would normally be home.
u whose to show possession:
You’re a person whose job involves a lot of travel.
He lives in an old house, whose roof needs repairing.
u why after the reason or reasons:
There are often very good reasons why one house is burgled and another is not.
2 Defining relative clauses
Defining relative clauses give information after a noun to identify the noun more clearly:
Find someone who can collect your mail for you.
Store away any objects that could become damaging missiles if it gets windy. (the relative clause
identifies the type of objects)
Without these relative clauses, it is unclear which person, place or thing we are referring to:
Store away any objects if it gets windy. (we do not know which objects)
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20
We can leave out the relative pronoun when it refers back to the object of the defining relative clause.
Compare:
Maybe there’s a neighbour (that) you can ask. (neighbour is the object of the verb)
In the evening, a house that’s very dark can really stand out. (house is the subject of the verb:
not a house is very dark can really stand out)
3 Non-defining relative clauses
Non-defining relative clauses add extra, non-essential information about something. Compare:
I applied to the university, which is located in the centre of the city. (there is only one university, so its
location is extra information: non-defining)
I applied to the university which is located in the centre of the city. (there is another university which
is not in the centre of the city: defining)
Non-defining relative clauses are more common in written language than in spoken language.
With non-defining relative clauses
u we do not use the relative pronoun that:
The burglars got in through the kitchen window, which the owners had forgotten to shut.
(not the kitchen window, that the owners)
u we separate the relative clause from the main clause with commas. There may be two commas
or one comma depending on whether the relative clause comes in the middle of a sentence or at
the end:
A letterbox can become full of uncollected letters, which is a great help to a burglar.
Mr Smith, who was my primary school teacher, got married last week.
u we cannot leave out the relative pronoun:
My new house, which I have just redecorated, is much larger than my old house. (not My new
house, I have just redecorated)
u the relative pronoun can refer to a single noun phrase or to a whole clause:
My neighbour, who lives upstairs, often looks after my flat. (who refers to my neighbour)
Some people seem to think it’s just a matter of locking all the doors, which is fine as long as there
are no nasty storms while you are away. (which refers to the whole of the first phrase)
Compare the key differences between defining and non-defining relative clauses:
Defining relative clauses:
Non-defining relative clauses:
u identify the thing that you are talking about
u give additional, non-essential information
u that can replace who or which
u that cannot be used
u the relative pronoun can be left out if it
u the relative pronoun cannot be left out
refers to the object
u no commas
u must have commas
172
Relative clauses
4 Prepositions
When prepositions are used with relative clauses, they usually come at the end of the clause in
spoken English:
You may have a neighbour that you can rely on. (informal)
In formal style the preposition can be placed before the relative pronouns which or whom:
I was unsuccessful in obtaining a place at any of the universities to which I applied.
My boss, for whom I have worked for over 30 years, has decided to retire.
Grammar extra: Common collocations with relative pronouns
We often use the expression the one with defining relative clauses:
He’s the one who suggested I became a teacher.
My father is the one that taught me to play the piano.
That house is the one where I grew up.
Where can be used after expressions such as the situation, the stage or the point:
We were in a situation where there were no easy solutions.
I’m almost at the stage where I’m ready to quit my job and go into business for myself.
I’ve reached the point where I feel I should just give up.
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20
C Grammar exercises
1 Match the beginnings (1–10) and endings (a–j) of these sentences, and join them by adding a
relative pronoun. In which two sentences can the relative pronoun be left out?
1 The college has many students who
d
2 My cousin Phillip is a solicitor; he was
the one
a Mozart performed many of his
operas.
b flat I rent.
c every student wants to have.
3 I went to a school
5 Why don’t you call again at a time
d are classed as ‘mature’ because they
are over 21.
6 Mrs Jackson is the kind of teacher
f I’m not as busy.
7 Faraday was the man
h factory burned down yesterday?
8 Is there any reason
i didn’t have very good sports
facilities.
4 I visited the theatre
e advised me to study law.
g invented the first electric motor.
9 What was the name of that company
j manufacturers like to keep demand
above supply?
10 That’s the woman
2 Rewrite the sentences below as single sentences using non-defining relative clauses.
1 My father lives in a small house full of ornaments. This makes it really difficult to clean.
My father lives in a small house full of ornaments, which makes it really difficult to clean.
2 Some students take a year out before university. This allows them to work or travel.
.
Some students
3 The Guggenheim Museum is in Bilbao. It only displays contemporary art.
.
The Guggenheim Museum,
4 My English teacher is leaving. His lectures are very interesting.
.
My English teacher,
5 The lecture was about current economic policy. It was not very easy to understand.
.
The lecture
6 In 1951 my parents arrived in New York. They stayed there for the rest of their lives.
.
My parents arrived in New York
7 I gave my assignment to the faculty secretary. She was not very friendly.
.
I gave my assignment
174
Relative clauses
3 There is a mistake with relative clauses in each of the email extracts below. Find the mistakes
and correct them.
1
2
3
4
5
6
7
8
I wonder if you can help me. I want to get in touch with
the woman which we met at the meeting last week. Do you
know the one I mean?
I’m sending this email to ask for more information about the
language courses which I saw them advertised in The Daily
Star yesterday.
How are you getting on with your new job? I’m finding
my new job exhausting, that is not surprising considering I have to travel so much.
I really enjoyed the lecture which you gave it on Wednesday,
and am thinking about doing my assignment on the same
topic.
You left your notebook at my house. Do you need it? It’s the
one which in you have written your lecture notes.
I’m just emailing you to find out if you want to go to the
cinema on Thursday. I’ve got today’s newspaper which has
a list of films. If you’re free, let me know.
Can you pick up some shopping on your way home? I want some
of those bread rolls what we had last week. Will you be able to
stop at the shop?
You are clearly a person who life is full and busy and that is why we
think you would like our Ladies Personal Organiser. For just
£15.99 you ...
175
which who
20
4 Read the description of how chocolate is made. Add the relative clauses (a–i) to the text in the
gaps and write in the appropriate relative pronoun where, which or that.
Chocolate’s varied flavours, colours, shapes and textures result from different recipe traditions
1 g . The essential ingredient in all chocolate is cocoa, which is made from the cream-­
coloured beans 2
. The cacao tree, 3
, produces a fruit about the size of a
small pineapple, 4
.
. The
After harvesting, the cocoa beans are removed from the pods and piled in heaps 5
dried beans are then transported to factories 6
. The shells are then removed and the
beans are ground into chocolate liquor – a thick brown liquid 7
. This liquor contains a
high percentage of fat (cocoa butter), 8
. The solid block of cocoa that remains is then
made into a powder 9
, or is mixed back with some of the cocoa butter, sugar and other
flavour such as vanilla to make the different kinds of chocolate.
a
is removed by using presses
b
they are sorted and roasted
c
are left for several days to dry
d
can be used to make a hot chocolate drink
e
grows in equatorial regions such as South America, Africa and Indonesia
f
forms a solid at about room temperature
g
which have evolved in different parts of the world
h inside
i
are the tree’s seeds
grow in pods on the cacao tree
176
Relative clauses
D Test practice
Academic Reading
You should spend about 20 minutes on Questions 1–13 which are based on the Reading
Passage below.
Robotic approach to crop breeding
How a robot helped to identify drought-tolerant crop varieties
A Australians consume around 60,000 tonnes of liquid sunflower oil each year but only
about 20,000 tonnes is grown locally – the rest has to be imported. One explanation for
this is that sunflowers are very thirsty plants. They do well in Queensland and some areas
of New South Wales, where they get the tropical storms and rain during summer, but fare
less well in Australia’s drier western regions.
B The sunflower industry is a major source of polyunsaturated fatty acids found in
margarines and spreads. Recognised as the type of fatty acid most able to protect against
heart disease, it is in everybody’s best interest that Australia has a competitive and healthy
sunflower industry, but in Australia there is a constant struggle with the harsh climate.
However, thanks to the use of robotics, and the work of researchers such as Dr Chris
Lambrides, farmers may be able to win the battle against drought.
C All plants undergo photosynthesis to produce energy in the form of sugar, which involves
allowing carbon dioxide to enter the leaves through pores called stomata. Transpiration
is the mechanism by which plants lose water through their leaves. This system is thought
to facilitate the passage of minerals through the plant and is vital for healthy plants.
However, in conditions of drought, the plants that can use the available water efficiently
and lose less to the environment will be more likely to thrive and, in a commercial
sense, become more profitable. These plants are classified as having a high transpiration
efficiency, or TE.
D When plants transpire, the leaves become cooler due to evaporation, and the leaves of
plants that use less water are known to be hotter than those that use more. Therefore,
by measuring the temperature of the leaves, scientists can determine how much water
is being lost through transpiration. Back in 2004, Dr Lambrides, a research fellow at the
University of Queensland, completed a project that aimed to do just this. Lambrides and
his team hoped to develop more drought-tolerant sunflowers by selecting flowers that
use water more efficiently. He did this with the help of a robot that was developed by
research officer Dr Suan Chin Wong and senior technical officer Peter Groeneveld from the
Australian National University (ANU) in Canberra. However, it didn’t start out this way.
177
20
E The project began on 22 experimental plots at the University of Queensland’s Redland
Bay farm. The main difficulty faced by the research group was to find an agronomist who
could grow the perfect crop of sunflowers. The sunflower canopy had to be complete,
with no visible soil, so that the thermometers would only measure the temperature of
the plants and not the surrounding environment. Ultimately, eight different varieties
of sunflowers were planted. Once grown, the researchers recorded the temperature
differences between their leaves. Initially, this was done with hand-held thermometers.
However, environmental factors can affect leaf temperature, and the research team
discovered that its approach did not cater for wind speed, which could not be controlled
as an experimental variable. The team therefore needed a technique to measure
temperature continuously that would allow it to examine the effects of wind and other
variables. They needed a robot.
F The team designed a robot with two infrared thermometers set at 180° to each other. In
its operations, the robot ran around an oval track, 1.2 metres from the ground, scanning
the 22 plots of Dr Lambrides’ experimental sunflowers as it moved along the track. In
order to minimise any variables from the two thermometers, they were rotated 180° at
the beginning of each run, and the results were averaged. The infrared thermometers
could also be turned to examine different parts of the foliage. As well as recording
temperatures, the robot was also able to detect light intensity. It had a garage on the
track, where it would stay until the light intensity was high enough to give useful results,
and if the skies darkened due to rain, heavy cloud cover or sunset, the robot would make
its way back there.
G The robot transmitted its data back to base station computers in the farm office, where
the researchers factored in variables such as humidity, and wind velocity and direction. This
information was used by the research team to determine which variety had the highest
transpiration efficiency. After seven years of research and development, the first crop of
high-TE sunflowers bred through the project were passed on to seed companies to be
incorporated into commercial sunflower varieties.
H This was not the first time such methods have been used to determine drought resistance
in plants. The team and their robot had already made a major breakthrough in the
Australian wheat industry with Drysdale Wheat, which signalled the arrival of a new
technique for selecting drought-resistant species. Since then, the rise of AI and new
developments in robotics have caused the world of agriculture to explode with similar
innovations.
178
Relative clauses
Questions 1–7
The reading passage has nine paragraphs labelled A–H.
Which paragraph contains the following information?
Write the correct letter, A–H next to Questions 1-7.
NB You may use any letter more than once.
1
2
3
4
5
6
7
the precise growing conditions required to allow the experiment to work
an explanation of two important processes used by plants
a reference to a previous study using a different crop
the purpose of taking the temperature of the plant
an argument in favour of ensuring sunflowers are grown in Australia
an explanation of why an automated system had to be used
a reference to the length of time it took to produce a product that could be sold to farmers
Questions 8–13
Complete the flowchart below.
Choose ONE WORD AND/OR A NUMBER from the passage for each answer.
Research to find drought-resistant sunflowers
could
Researchers planted 22 plots of sunflowers. They had to ensure that no 8)
types of sunflower were grown.
be seen between the flowers, and a total of 9)
Researchers first recorded the temperature of the leaves using thermometers
.
that were 10)
On realising that their method could not control for the effects of elements such as
, the researchers decided to use a robot.
11)
The robot ran around a circular track recording temperatiures and its thermometers were
after each lap – in bad weather the robot would wait in a special 13)
.
12)
The data was sent to the base station at the farm to be analysed
179
20
Grammar focus task
Look at these extracts from the text. For each extract answer the following questions.
1 Do they contain defining or non-defining relative clauses?
2 Which words or ideas do the relative pronouns refer to?
3 Does the relative pronoun act as the subject or the object of the verb?
1 Lambrides and his team hoped to develop more drought-tolerant sunflowers by selecting
flowers that use water more efficiently.
2 … the research team discovered that its approach did not cater for wind speed, which could
not be controlled as an experimental variable.
3 It had a garage on the track, where it would stay until the light intensity was high enough to
give useful results …
4 The main difficulty faced by the research group was to find an agronomist who could grow
the perfect crop of sunflowers.
5 The team and their robot had already made a major breakthrough in the Australian wheat
industry with Drysdale Wheat, which signalled the arrival of a new technique for selecting
drought-resistant species.
180
Ways of organising texts
subject
subject choice;
choice; introductory
introductory it;
it; ellipsis;
ellipsis;
organising
organising information;
information; itit- and
and what-clauses
what-clauses
21
A Context listening
A You
Context
are going Listening
to listen to a student interviewing a woman for a survey on shopping habits.
1
Look at these questions. How would you answer them?
How many times a week
do you do the shopping?
Do you live alone?
Do you always shop
at the same place?
Do you always shop
on the same day?
2
• 21
Listen and compare your answers with the woman in the interview.
3
21
Listen again and fill in the gaps. Underline the subject of each verb.
1 ‘No,
with my family – my husband and three children.’
2 ‘And how many times a week
the food shopping?’
it on my own. If
3 ‘Oh,
many things in the trolley and
with the others,
me a fortune!’
too
the food shopping on Thursdays because
Monday to
4 ‘
Wednesday and
fewer people in the supermarket on Thursday than on Friday.’
5 ‘Well,
‘
it once but
it.’
you why not?’
‘Well, what I like is being able to see the products and walking around the shop, and maybe
do that on your
buying things that aren’t on my shopping list, you know.
computer, can you?’
4 Now read part of the student’s written report. What is the difference between the kinds of
words that are used as subjects in the spoken text in Exercise 3 and the underlined words that
are used as subjects in the written report?
Nowadays people appear to do their shopping on a weekly basis at large
­supermarkets. These supermarkets seem to have largely replaced the smaller,
­individual shops. Most people tend to go to the same store on the same day of the
week and, according to my survey results, it is still the women who do most of the
shopping. In general, the people who were interviewed were not positive about online
shopping. However, it is important to note that the respondents were interviewed at
the supermarket and were not a random sample of the general public.
181
21
B Grammar
Ways of organising texts
1 The subject
We use different kinds of words as subjects depending on the context.
In informal contexts (e.g. conversation) subjects are very often personal pronouns such as I, you, we:
‘First I need to ask about your household. Do you live alone?’
‘No, I live with my family.’
In formal contexts (e.g. academic writing) subjects are often nouns or noun phrases, which makes
the message sound factual rather than personal:
Most people tend to go to the same store on the same day of the week each time.
The introductory it
We often use expressions beginning with it when the pronoun does not refer to any noun
(e.g. it is important, it is clear, it is useful, it is possible, it is difficult, it is likely, it seems, it appears).
We use this introductory it when the subject of the sentence is an infinitive, -ing or that-clause. This
structure is more common in written English than in spoken:
It is important to note that these respondents were interviewed at the supermarket. (not To note that
these respondents were interviewed at the supermarket is important.)
It is clear that women do most of the shopping. (not That women do most of the shopping is clear.)
2 Ellipsis: leaving words out
We can leave out the subject of a verb to avoid repetition, as well as any other repeated words such as
auxiliaries or other verbs:
The respondents were interviewed at the supermarket and (they) were not a random sample of the
general public.
The students were researching and (they were) planning their seminar presentations.
3 Organising information in a text
In formal writing we often start clauses or sentences with information that has been mentioned
before. We usually place new information at the end of the clause or sentence. To develop our texts
in an organised and logical way we can use the information at the end of one clause as the start of
the next. This ‘zigzag pattern’ is common in academic writing where new ideas are taken up and
developed:
new information
People appear to do their shopping on a weekly basis at large supermarkets.
These supermarkets seem to have largely replaced the smaller, individual shops.
mentioned before
new information
The new information in the first sentence becomes known information in the second sentence.
182
Ways of organising texts
4 Adding emphasis or contrast in a text
We can use it-clauses and what-clauses to emphasise or highlight the information that directly
­follows them.
It-clauses
It + be + main focus + relative clause
It is still the women who do most of the shopping.
Compare these sentences:
The women still do most of the household shopping at local supermarkets. (no emphasis)
It is still the women who do most of the household shopping at local supermarkets. (emphasises the
women)
! We cannot say: They are still the women who do most of the shopping.
What-clauses
What + secondary focus + be + main focus
What I like is being able to see the products.
Compare these sentences:
I like seeing the products.
What I like is seeing the products. (highlights being able to see products in contrast with online
shopping where you can’t see products)
We normally use a singular verb after a what-clause.
5 Repeating ideas in a text
We can link ideas in a text by using related words. These related words can be
u pronouns:
Most people tend to go to the same store on the same day of the week each time, and they spend
between £100 and £200 a week on their household shopping. (they = most people)
u synonyms or rewording:
These supermarkets seem to have largely replaced the smaller, individual shops. Most people tend
to go to the same store on the same day of the week each time. (supermarket = store)
(See Unit 9 for more information about avoiding repetition in texts.)
183
21
C Grammar exercises
1 Rewrite sentences 1–8 using it- or what-clauses to emphasise the underlined words.
1 I find writing essays really difficult.
What I find really difficult is writing essays.
2 The government needs a lot more loyal supporters.
What
3 We don’t want words. We want action.
We don’t want words. What
4 I really like reading novels. I don’t enjoy watching TV.
I really like reading novels. What
5 In my country the bride is the most important person at a wedding.
In my country it
6 Governments should be dealing with the causes of poverty, not the results of it.
It
7 I first decided to study medicine when I was ill in hospital as a child.
It
8 When you are seriously, ill, your family suffer the most.
When you are seriously ill, it
.
.
.
.
.
.
.
2 Look at the following sentences from an essay answering this question.
People take so many photographs now that it spoils any special event or occasion
for everyone there.
Do you agree or disagree?
The beginnings of the sentences are in the correct order but the endings are mixed up. Match
the sentence beginnings (1–7) to the correct ending (a–g).
F
1 The invention of the mobile phone,
A mobile phone cameras can often be
with its built-in camera
2 One of these is
3 Nowadays, most adults always carry
a mobile phone with them,
4 Because of this, on important
occasions such as weddings,
5 While on the one hand, taking
photographs helps to preserve
seen everywhere.
B which also means they are never
without a camera.
C
D
E
F
G
some lovely memories of the special day.
spoils the event for everyone else.
this behaviour can be intrusive.
has brought many changes to our lives.
the way we experience the world
6 On the other hand, some people worry that
around us.
7 Even more importantly, it is possible that it
Look at the underlined words. What do they refer back to? Which sentence contains an i­ntroductory ‘it’?
184
Ways of organising texts
3 Fill in the gaps with a subject from the box.
A one kilowatt solar panel
Global energy consumption
Solar panels, solar water heaters and wind generators
These renewable energy systems
This rise
a solar roof
Many countries
the government
they
The Future of Energy
A look at the challenge of providing the world with energy without
damaging the environment.
1 Global energy consumption is predicted to rise nearly sixty per cent in the next twenty
years. 2
is due to factors such as population growth,
urbanisation, and economic and industrial expansion.
3
have set
themselves renewable energy targets, hoping
to be able to generate a proportion of the
electricity by such renewable means as wind
or solar power. On a cloudy day in Britain
4
can generate
enough electricity for the household to watch
140 hours of TV and make 35 cups of tea.
5
saves up to a
ton of CO2 emissions each year.
6
all help to
provide alternative sources of energy for private
homes and 7
are no longer prohibitively expensive.
8
can make savings
for householders in the long run, and in Britain
9
is providing
financial help with the cost of installing them.
185
21
4 Read the writing task question and the extracts from a student’s answer below. A teacher has
underlined the grammatical problems and written comments. Write the corrections below.
Research shows that children who do not have a healthy diet often also have a
poor diet when they are adults.
What do you think causes this?
What is the best way to encourage children to eat more healthily?
1 To educate our children about healthy eating and physical
exercise is important. Children need to learn what to eat and
2 children need to experience eating a wider variety of foods.
One problem is the food children eat at school. Packed lunches
which are produced by the same person every day tend to contain
the same food items every day too and also 3 these foods tend
not to be the healthy option. Very often the contents of children’s
lunch boxes are crisps, sweets and biscuits.
In order to prevent the problems associated with poor diet, such as
obesity and heart disease in adulthood, parents need to encourage
their children to eat a greater variety of healthier foods. 4 The lack
of experience of eating different kinds of foods often leads to poor
diet in adults. Experiencing a wider variety of foods can lead to
a more rounded and nutritious diet and 5 experiencing a wider
variety of foods can therefore lead to better health.
There are several ways to encourage children to eat healthier food.
6 Firstly, to provide support and help to parents is important. One
way to do this is to implement a system whereby all children get the
same food. 7 No child would feel ashamed or embarrassed by the
contents of their lunch boxes with this system. Although difficult
to achieve, this would control the foods that all children ate,
thereby ensuring a healthy diet. 8 Eating a healthy diet as a child
undoubtedly has a huge influence on how healthy we are as adults,
so changing this is clearly the best way to avoid future problems.
1 grammar problem
2 avoid repetition
3 avoid repetition
4 add emphasis
5 avoid repetition
6 grammar problem
7 try starting with
‘This system ...’
8 avoid repetition
1 It is important to educate our children about healthy eating and physical exercise.
2
3
4
5
6
7
8
186
Ways of organising texts
D Test practice
Academic Writing Task 2
You should spend about 40 minutes on this task.
Write about the following topic:
Violence and crime have increased in most major cities of the world.
Some people say this is because children now play violent video games online.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
Write at least 250 words.
Grammar focus task
Put the sentences of the second paragraph of the model answer in the correct order. What is
the new information in each sentence?
However, we can assume that there was also crime and violence going on in real life at
the time.
They are also more likely to have played outdoors or been involved in some type of sport.
Such activities would probably only have encouraged children to become more competitive rather than violent.
The games children play nowadays are very different from those of 30 or 50 years ago.
Therefore, it seems likely that children’s games are not connected to real violence.
Before there were computers in the home, children would have played popular board
games such as Monopoly or chess, or even card games.
187
22
The passive
the passive; reporting with passive verbs;
have something done; need + -ing
A Context listening
A You
Context
are going Listening
to hear a student representative talking to new students and answering their
1
questions. Before you listen, match the words (1–8) with the definitions (a–h).
2
1 union
a deal with / handle documentation etc.
2 president
b speak for
3 process (verb)
c buildings, equipment or services
4 represent
d leader
5 run (verb)
e working group or board
6 election
f organised group or association
7 committee
g organise/manage
8 facilities
h an organised vote
• 22
Listen and answer the following questions.
1 What do new students need to do to get a library card?
2 What is the students’ union?
3 What is the students’ union responsible for?
3
22
Listen again and fill in the gaps.
Questions
1 ‘
quickly?’
2 ‘So,
Answers
applications quite
the students’
union?’
3 ‘And how
executive committee?’
‘Oh, yes. All applications
on the spot so they’ll be able to issue you a
card straight away.’
‘No, the union
by students,
seven students to be precise.’
the
‘Well, the executive committee
by the students through an election process.’
4 Look at the objects of the verbs in the questions in Exercise 3. What happens to them in the
answers?
188
The passive
B Grammar
1 The passive: form
The active voice shows what something does. The passive voice shows what happens to something.
We make the passive with a form of the verb be + past participle.
Tense
present simple
present continuous
past simple
past continuous
present perfect
past perfect
going to
will
Passive form: be + past participle (+ by + agent)
→
→
→
→
→
→
→
→
The union is run by 7 executive officers.
The union is being run by 7 executive officers.
The union was run by 7 executive officers.
The union was being run by 7 executive officers.
The union has been run by 7 executive officers.
The union had been run by 7 executive officers.
The union is going to be run by 7 executive officers.
The union will be run by 7 executive officers.
→
→
→
→
→
→
The union is to be run by 7 executive officers.
The university insists on the union being run by 7 executive officers.
The union used to be run by 7 executive officers.
The union should be run by 7 executive officers.
The union needs to/has to be run by 7 executive officers.
The union needs running by 7 executive officers.
Other forms
infinitive
-ing form
used to
modals
need to / have to
need + -ing
We do not use the passive with intransitive verbs (verbs which cannot have an object):
he arrived (not he was arrived)
!
2 The passive: use
We use the passive
u when the object is more important than the subject and the agent is either obvious, not important
or unknown:
All applications are processed on the spot. (it is obvious that it is the library staff who process the
applications)
u in formal writing to make it less personal:
You are advised to return the application form within three days. (impersonal)
The active voice is more direct and personal:
I advise you to return the application form within three days.
u when we describe a process:
The union is run by seven executive officers who are elected by students.
! We do not generally use the passive for natural (or biological) processes, where people are not
involved (e.g. the carbon cycle):
Plants take up carbon dioxide from the air as part of photosynthesis.
189
22
Notice how if we want to repeat the ending of the previous clause or sentence at the beginning of the
next, we may need to use the passive:
Does the university run the union?
No, the union is run by seven executive officers
who are elected by students each year.
The executive officers are held accountable by the union council.
The council is also elected by the student population.
This pattern is typical of academic writing.
3 Reporting with passive verbs
With reporting verbs and verbs of thinking or feeling we can use
u it + passive verb + that (e.g. agree, announce, argue, believe, claim, decide, disclose, expect, feel,
hope, know, predict, recognise, report, say, suggest, think, understand):
It was felt that the facilities were in need of renovation.
u subject + passive verb + to-infinitive (e.g. ask, believe, consider, estimate, expect, feel, know, mean,
report, say, see, suppose, think, understand):
Our sports facilities are said to be among the best in the country. (= people say our sports facilities
are among the best in the country)
This building is believed to be the oldest in the town.
4 Have something done
To show that someone performs a paid service for us we use have + object + past participle:
You’ll need to have your photo taken. (= someone else will take your photograph)
In informal English get + past participle can be used in the same way:
I got my photo taken yesterday.
5 Need + -ing
We can sometimes use need + -ing as an alternative to the passive to say that it is necessary to do
something without stating who will do it:
Some facilities need improving around the campus. (= it is necessary to improve some facilities)
190
The passive
C Grammar exercises
1 Read the test task. Fill in the gaps in the model answer with the verbs in the box in the passive.
The flowchart below shows how banana chips are made. This is an automated
process that involves few ingredients.
Summarise the information by selecting and reporting the main features and
make comparisons where relevant.
add
distribute
fry
leave
make
peel
The flowchart shows how banana chips 1
put
remove
are made
rinse
sell
slice
. This is an automated
process that involves few ingredients. First, the bananas 2
special machine and then they 3
4
by a
in water. Next the clean bananas
into a chipping machine where they 5
After this they 6
soak
into thin chips.
. Once they are dry, the banana chips 7
in hot oil in large deep fat fryers. The cooked banana chips 8
from the
fryers using a special sieve which allows all of the oil to drain off. The banana chips
9
10
11
(then) to cool. When they have reached the right temperature, spices
for extra taste. Finally the banana chips are packaged ready to
around the world and 12
191
.
22
2 There are 12 mistakes with active or passive verbs in this conversation. Find and correct the
mistakes.
Teacher: People are said that the increase in travel will lead to a loss of different cultures
around the world. Do you agree?
Student: Well, yes, I suppose that is a possibility. I’m sure the way of life of many people
around the world has changed by contact with tourists. But the change might have
been happened anyway, I suppose.
Teacher: Yes, maybe. So, do you think we should try to stop the disappearance of native cultures?
Student: Oh, yes. I think it will be very sad if we lose different cultures. They enrich our
world, don’t they? But it is also argued that many people from poor countries have
given opportunities that they wouldn’t have had if there wasn’t any tourism. Their
cultures may have changed, but they have been benefited from improvements in
education and health as well as their standard of living.
Teacher: So do you think that improvements like this inevitably bring about a loss of culture,
as some people have been suggested?
Student: I suppose I do think that, yes. As we are continued to be provided with better and
better education and we have more and more contact with the world outside our
own countries, we are being become more and more the same!
Teacher: Can you give some examples of what you mean?
Student: Well, in my country we now have American restaurants and we watch American
movies on TV. American culture feels to be too dominant by many people in my
country. And English words have been come into my language too.
Teacher: Oh, that’s interesting. And do you think that there will one day be only one language
in the world?
Student: Well, the way we live has affected in a big way by things like the Internet, email and
cheap travel. All countries are using English for these things, and so we all know a
little bit of English already. But I am not sure it will use by all countries instead of
their own language. That seems unlikely to me.
Teacher: You’ve made some very interesting points. Thank you.
1
say
4
7
10
2
5
8
11
3
6
9
12
192
The passive
3 Fill in the gaps with an appropriate form of the verb in brackets.
1 For a long time people thought (think) the giant panda was a type of raccoon.
2 At the beginning of the experiment, the chemicals
3 In medieval times the Earth
(place) in the beaker.
(believe) to be flat.
(allow) to wear what they want, but the new
4 Up until now students
head-teacher has decided to introduce a uniform.
5 I can’t drive you to the airport because my car
6 Next year the new theatre
7 It
(open) by some of Britain’s biggest acting stars.
(expect) that the President will resign due to the recent revelations.
8 Chocolate
9 This report
10 Several students
11 People need
bon ­emissions.
(service) tomorrow.
(make) from the bean of the cacao tree.
(claim) that there is corruption throughout the company.
(know) to have cheated in their exams.
(encourage) to use public transport if we want to reduce our car-
12 I went on holiday because I really needed
(take) a break.
4 Underline the correct words.
Air pollution in cities is growing at an alarming rate. What measures
could be taken to address this problem?
Air pollution can 1 define / be defined as the addition of something harmful to the
air at a faster rate than it can 2 absorb / be absorbed. Everyone should be concerned
about air pollution. It 3 affects / is affected us all, and as it 4 continues / is
continued to worsen, so the environmental impact increases.
One of the major causes of air pollution in cities is car use. Cars 5 use / are used for
even the shortest of journeys, and all efforts by governments to encourage people
6 to use / to be used public transport seem to be failing. Industry is another major
cause of pollution in our cities, but fortunately, new industrial sites 7 are building /
are being built away from large urban centres.
It 8 says / is said that there are too many contributing factors for us 9 to decide /
to be decided exactly which one is the main problem, but I believe that one of the
most serious problems that needs 10 to tackle / tackling is the use of the car. In
some cities laws 11 have passed / have been passed concerning car use. Athens, for
example, only 12 allows / is allowed a certain number of cars into the city centre
each day. In my opinion, this is a good idea. With this kind of law, people have no
choice and 13 force / are forced to use buses and trains. This ensures governments
14 know / is known that public transport 15 will use / will be used, and can
therefore justify the investment and expense of ensuring the system works properly.
Another thing governments could do is to force people to 16 have their cars checked
/ check their cars for carbon emissions and fine people with cars that produce high
levels of harmful gases.
193
22
D
Test practice
Academic Writing Task 1
You should spend 20 minutes on this task.
The diagram shows how fruit is canned.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
You should write at least 150 words.
Grammar focus task
Look at these sentences describing the diagram. Rewrite them using a passive verb. Then put
the sentences in the correct order according to the diagram.
1 Then they slice the fruit up into smaller pieces and they put it into cans.
Passive:
2 They peel the fruit and remove any cores.
Passive:
3 They pick the fruit from the trees by hand.
Passive:
4 They put the fruit of the right quality into cold storage and they keep it at a temperature of 0°.
Passive:
194
Linking ideas
conjunctions,
conjunctions, adverbials
adverbials and
and prepositions;
prepositions;
linking
linking expressions
expressions
23
A Context listening
A You
Context
1
are going Listening
to hear a student presenting a report on eating fish. Before you listen, match the
words (1–9) to the definitions (a–i).
2
1 staple (adj)
a advantages and disadvantages
2 controversy
b be greater than
3 benefits and risks
c main / basic
4 consumption
d a heavy silver metal
5 mercury
e harmful to the body
6 poisonous
f contact with
7 dose
g disagreement
8 exposure to
h amount
9 outweigh
i eating
• 23
Listen and say whether these statements are true or false.
1 Eating fish might be bad for the heart.
2 Eating fish is good for the growth of the brain.
3 Some fish may contain a poison.
4 The Fisheries Scholarship funded this student’s project.
5 The Fisheries Scholarship influenced the results of the study.
6 Comprehensive information is available about the pros and cons of eating fish.
7 The research noticed strong negative effects on the brain from the mercury contained
in fish.
8 The student concludes that it is better for one’s health to avoid eating fish.
195
23
3 Fill in the gaps in the extract from the talk with the words from the box.
23
Listen to the second half of the recording again and check your answers.
although
secondly
despite finally
to sum up
firstly
however
in spite of
We discovered that, 1
the literature available on the risks and benefits of fish consumption, there are still important gaps in this information. 2
these gaps,
3
, decisions about how to advise people on fish consumption should be made based
on what we know now.
, in terms of heart disease, it has been shown that consuming even small quantities
4
of fish can lower your risk of heart disease by 17%. 5
, consuming fish is known to
have a beneficial effect on brain development. 6
,7
exposure to mercury
through eating fish can have a negative effect on IQ levels, the effects that have been observed
are relatively small.
8
, it would seem that the health benefits of eating fish outweigh the risks.
4 Which of the words in the box is used:
1 to show contrast?
2 to give one idea in a list of ideas?
3 to introduce the conclusion?
196
Linking ideas
B Grammar
1 Ways of linking ideas
We use conjunctions (e.g. but, because) to join two clauses in one sentence:
clause 1
clause 2
Fish has long been a staple food in many cultures, but there has been some controversy recently about
the benefits and risks of fish consumption.
clause 1
clause 2
Fish is known as a ‘brain food’ because it is beneficial to the development of the brain.
We can use adverbial expressions (e.g. consequently, however) to connect ideas in separate s­ entences.
These usually go at the beginning of the sentence or clause:
Fish is known as a ‘brain food’ because of the benefits it has for brain development. However, recent
studies have shown that fish can also contain mercury.
Some adverbial expressions (e.g. therefore, however, also) can be used in a variety of positions:
People therefore are unsure of whether to eat fish.
People are therefore unsure of whether to eat fish.
People are unsure therefore of whether to eat fish.
We can use prepositions (e.g. in spite of, because of) before a noun phrase or an -ing form:
The match was cancelled because of the snow. (not because of it snowed)
In spite of losing the first game, the team went on to win the tournament.
2 Linking expressions
Adding information
conjunctions: and, as well as
adverbials:
also, anyway, besides, furthermore, in addition, likewise, moreover, similarly
We use these expressions to give additional information:
Fish supplies us with substances that might protect against heart disease. Moreover, in many cultures
fish is known as a ‘brain food’.
Sequencing
adverbials: first, next, after that, then; firstly, secondly, finally
Firstly, secondly and finally are used to order points in an argument:
Firstly, in terms of heart disease, it has been shown that consuming even small quantities of fish can
lower your risk of heart disease by 17%. Secondly, consuming fish is known to have a beneficial effect
on brain development. Finally, ...
First, next, after that and then describe the order of activities in a process:
First the fruit is picked by hand. Then it is transported to the factory.
197
23
Cause, reason, result
conjunctions: because, so
adverbials:
therefore, consequently, so, thus, as a result
prepositions: because of, due to, on account of, owing to
Because introduces the reason for something, and so introduces the result:
reason
I eat fish three times a week because it protects against heart disease.
result
Fish protects against heart disease so I eat it three times a week.
Therefore, consequently, so, thus and as a result introduce the result of a situation or action:
As a result, people are unsure whether to increase or decrease the amount of fish they eat.
We use because of, due to, on account of and owing to to introduce the reason for something:
The match was cancelled because of the snow. (not because of it was snowing)
The buses were all running late owing to the bad weather.
! We can use due to, on account of and owing to + the fact that with a clause:
The match was cancelled due to the fact that it was snowing.
Contrasting
conjunctions: but, although, though
adverbials:
alternatively, however, in contrast, nevertheless, on the contrary, on the other hand, yet
prepositions: in spite of, despite
We use but between two contrasting ideas:
Fish has long been a staple food in many cultures, but there has been some controversy recently about
the benefits and risks of fish consumption.
Although can come at the beginning or in the middle of two contrasting ideas. We use a comma
between the two clauses:
Although the work was supported by grants from the Fisheries Scholarship Fund, this did not affect
the research findings.
The work was supported by grants from the Fisheries Scholarship Fund, although this did not affect
the research findings.
We use in spite of and despite + noun/-ing at the beginning or in the middle of two contrasting ideas:
In spite of the considerable amount of literature on the risks and benefits of fish consumption, there
are still important gaps in this information. (not in spite of there is a considerable amount)
I eat fish regularly for health reasons despite not liking it much. (not despite I don’t like it)
! We can use despite and in spite of + the fact that with a clause:
I eat fish regularly for health reasons despite the fact that I don’t like it much.
198
Linking ideas
Giving examples
adverbials: that is to say, in other words, that is (i.e.), for example
We use these expressions to link two clauses that give the same information in a different way or to
give examples:
There has been some controversy recently about the benefits and risks of fish consumption. For
­example, we know that fish supplies us with polyunsaturated fatty acids, substances that might
­protect against heart disease.
Grammar extra: Written and spoken English
Some linking expressions are more common in either written (formal) or spoken English:
Written: thus, therefore, finally, furthermore, hence, moreover, nevertheless, in addition, firstly,
secondly, finally
Regular consumption of fish can lower your risk of heart disease by 17%. Furthermore, it can
have a beneficial effect on brain development.
Spoken: so, then, anyway
Eating fish is good for you so I try to eat it regularly.
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23
C Grammar exercises
1 Choose the best endings for these sentences.
1 I hurt my knee quite badly so
a I had to go to hospital. b I didn’t have the right running shoes.
2 One way to improve your health is to eat more fruit and vegetables. Alternatively,
a you could increase your risk of heart disease. b you could exercise more.
3 Humans like to form social groups. Likewise,
a many other mammals live independently of each other.
b many other mammals live together in small communities.
4 I didn’t work hard at school. Consequently,
a I did well at university. b I failed most of my exams.
5 I believe travelling can help us to understand other cultures. Furthermore,
a it can help you to become more independent.
b it can be a lonely experience at times.
6 In spite of the fact that learning to speak a foreign language requires a lot of time and e­ ffort,
a many people give up after a short time. b many people manage it successfully.
7 In my experience, vegetarians tend to be quite healthy. In contrast,
a many meat-eaters do not have a healthy diet. b they look after their bodies well.
8 Fifty per cent of all newspaper readers in this country only read the sports section of the
paper. In other words,
a many people are not interested in news.
b sports are reported very well in the newspaper.
9 Sydney is the biggest city in Australia, yet
a it isn’t the capital. b it is the oldest city.
10 You wouldn’t be allowed to drive in my country because
a there is no point in getting a car. b you need to be over 21.
11 Studies suggest that although sales of cookery books have increased significantly in the past
five years,
a we spend less time than ever in the kitchen. b we enjoy experimenting.
12 There are delays on all trains due to the fact that
a passengers should allow extra time. b there is a shortage of drivers.
200
Linking ideas
2 Underline the correct linking expressions.
It is generally accepted that smoking causes the deaths of large numbers of people.
In order to address this problem governments should ban smoking in public places.
To what extent do you agree or disagree with this statement?
Many people think that the best way to reduce deaths from smoking is to ban
­smoking in public places. 1 However, / In addition, it is not as simple as that. There
are ­several reasons why I do not consider this approach to be suitable.
2 Alternatively, / Firstly, banning activities often increases their popularity by
­making them seem more exciting. 3 Furthermore, /In contrast, most smoking takes
place in the privacy of people’s homes, and would 4 therefore / nevertheless not
be affected by the ban. 5 Thirdly, / Similarly, a ban on smoking would make extra
­demands on the police.
6 Although / Despite the ideas behind banning smoking in public places are good, an
alternative approach needs to be taken, in my opinion. Schools should lead the way
in discussing the harmful effects of smoking not only on the smokers themselves but
on others around them. 7 In addition, / Consequently, parents need to support these
efforts by encouraging their children to understand the negative aspects of smoking.
If we adopted these measures, I believe fewer people would take up smoking 8 as
a result. / moreover. To some extent these things are already happening. 9 And /
Nevertheless, further efforts are needed.
3 Fill in the gaps with the linking expressions in the box.
as a result
because
but
firstly
for example
however
moreover
similarly
1 Regular exercise increases the blood flow to your heart and keeps your heart healthy.
Moreover , it provides you with a general sense of well-being.
2 In times of recession people stop spending, which can have serious consequences for the
economy.
, poor sales can lead to closures of some businesses.
3 In this talk I will outline several possible reasons for melting polar ice caps.
could be because of climate change. Another reason could be ...
4 These days many famous musicians are getting involved in political causes.
famous actors are often seen on television promoting some charity or other.
, it
,
, having a pet can increase
5 Pets can have a calming effect on their owners.
stress due to the demands made on the owner to look after the pet properly.
I believe they are
6 Some people believe that we have too many public holidays,
a good idea
it is important to find time to celebrate traditions.
7 In my city there are too many cars on the road and there are always traffic jams.
, it is difficult for people to judge how long their journeys will take.
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23
4 Write one or two sentences with a similar meaning to the sentences below, using the words in
brackets and any other words you need.
1 Despite the rise in profits this year, our company is still losing money. (although)
Although there has been a rise in profits this year, our company is still losing money.
2 The head of my department called an emergency meeting so I had to cancel all of my
afternoon appointments. (because)
3 It is now much cheaper to watch a film online so fewer people are going to the cinema these
days. (due to)
4 The cost of basic foods has risen because petrol prices increased last month. (As a result)
5 Although there are over 30 girls on this course, the boys still outnumber the girls by two to
one. (but)
6 Although there are some advantages to the pace of modern life, it also has its disadvantages.
(However)
7 The numbers of red deer in the wild increased slightly in the 1980s, although the increase
was not sufficient to take them off the endangered species list. (in spite of)
202
Linking ideas
D Test practice
Academic Reading
You should spend about 20 minutes on Questions 1–13 which are based on the Reading
­Passage below.
Experience versus speed
Certain mental functions slow down with age, but the brain compensates in ways that can keep seniors
as sharp as youngsters.
Jake, aged 16, has a terrific relationship with his grandmother Rita, who is 70. They live close by, and
they even take a Spanish class together twice a week at a local college. After class they sometimes
stop at a café for a snack. On one occasion Rita tells Jake, ‘I think it’s great how fast you pick up new
grammar. It takes me a lot longer.’ Jake replies, ‘Yeah, but you don’t seem to make as many silly
mistakes on the quizzes as I do. How do you do that?’
In that moment, Rita and Jake stumbled across an interesting set of differences between older and
younger minds. Popular psychology says that as people age their brains ‘slow down’. The implication,
of course, is that elderly men and women are not as mentally agile as middle-aged adults or even
teenagers. However, although certain brain functions such as perception and reaction time do indeed
take longer, that slowing down does not necessarily undermine mental sharpness. Indeed, evidence
shows that older people are just as mentally fit as younger people because their brains compensate for
some kinds of declines in creative ways that young minds do not exploit.
Just as people’s bodies age at different rates, so do their minds. As adults advance in age, the perception
of sights, sounds and smells takes a bit longer, and laying down new information into memory
becomes more difficult. The ability to retrieve memories also quickly slides and it is sometimes harder
to concentrate and maintain attention.
On the other hand, the ageing brain can create significant benefits by tapping into its extensive hoard
of accumulated knowledge and experience. The biggest trick that older brains employ is to use both
hemispheres simultaneously to handle tasks for which younger brains rely predominantly on one
side. Electronic images taken by cognitive scientists at the University of Michigan, for example, have
demonstrated that even when doing basic recognition or memorisation exercises, seniors exploit
the left and right side of the brain more extensively than men and women who are decades younger.
Drawing on both sides of the brain gives them a tactical edge, even if the speed of each hemisphere’s
process is slower.
In another experiment, Michael Falkenstein of the University of Dortmund in Germany found that
when elders were presented with new computer exercises they paused longer before reacting and
took longer to complete the tasks, yet they made 50% fewer errors, probably because of their more
deliberate pace.
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23
One analogy for these results might be the question of who can type a paragraph ‘better’: a 16-year-old
who glides along at 60 words per minute but has to double back to correct a number of mistakes or a
70-year-old who strikes keys at only 40 words per minute but spends less time fixing errors? In the end,
if ‘better’ is defined as completing a clean paragraph, both people may end up taking the same amount
of time.
Computerised tests support the notion that accuracy can offset speed. In one so-called distraction
exercise, subjects were told to look at a screen, wait for an arrow that pointed in a certain direction to
appear, and then use a mouse to click on the arrow as soon as it appeared on the screen. Just before the
correct symbol appeared, however, the computer displayed numerous other arrows aimed in various
other directions. Although younger subjects cut through the confusion faster when the correct arrow
suddenly popped up, they more frequently clicked on incorrect arrows in their haste.
Older test takers are equally capable of other tasks that do not depend on speed, such as language
comprehension and processing. In these cases, however, the elders utilise the brain’s available
resources in a different way. Neurologists at Northwest University came to this conclusion after
analysing 50 people ranging from age 23 to 78. The subjects had to lie down in a magnetic resonance
imaging (MRI) machine and concentrate on two different lists of printed words posted side by side in
front of them. By looking at the lists, they were to find pairs of words that were similar in either meaning
or spelling.
The eldest participants did just as well on the tests as the youngest did, and yet the MRI scans indicated
that in the elders’ brains, the areas which are responsible for language recognition and interpretation
were much less active. The researchers did find that the older people had more activity in brain regions
responsible for attentiveness. Darren Gleitman, who headed the study, concluded that older brains
solved the problems just as effectively but by different means.
204
Linking ideas
Questions 1–4
Choose the correct answer A, B, C or D.
1 The conversation between Jake and Rita is used to give an example of
A
B
C
D
the way we learn languages.
the changes that occur in our brains over time.
the fact that it is easier to learn a language at a young age.
the importance of young and old people doing things together.
2 What point does the writer make about popular psychology in the second paragraph?
A
B
C
D
It is to blame for many misconceptions about the elderly.
It fails to take into account the weaknesses of younger brains.
It fails to consider how our brain adapts in response to slowing down.
It is completely wrong when it comes to the mental agility of older people.
3 In the sixth paragraph, what point does the example of the two typists illustrate?
A
B
C
D
Accuracy can improve over time.
Accuracy is less important than speed.
Working faster does not always save time.
Working faster is better than working slower.
4 In the computerised distraction exercise, the subjects had to
A
B
C
D
react to a particular arrow on the screen.
click on every symbol that appeared on the screen.
move an arrow in different directions around the screen.
distinguish between arrows and other figures as fast as possible.
Questions 5–8
Complete each sentence with the correct ending A–F.
Write the correct letter A–F next to Questions 5–8 below.
5
6
7
8
According to popular psychology
Researchers at the University of Michigan showed that
Michael Falkenstein discovered that
Scientists at Northwest University concluded that
A the older we get, the harder it is to concentrate for any length of time.
B seniors take longer to complete tasks but are more accurate.
C young people are less likely than older people to use both parts of
their brain at the same time.
D older people use their brains differently but achieve the same result.
E the speed of our brain decreases with age.
F older people do not cope well with new technology.
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23
Questions 9–13
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in spaces 9–13.
Facts about older people’s brains
Some popular beliefs about ageing are true. For example, as we age, our senses take longer
speed is slower, our aptitude for recalling
to process information, our 9
decreases, and we find it more difficult to 11
.
10
­However, older people’s brains do have several advantages over those of younger people.
and the information which is
Firstly, older people can call upon both their 12
already stored in their brain. Secondly, scientists believe that older people make fewer errors
way they work through a task.
than young people as a result of the slow and 13
Grammar focus task
These extracts are from the text. Without looking back at the text, match the beginnings (1–7)
and endings (a–g).
1 ... evidence shows that older people are just as mentally fit as younger people because
2 ... although certain brain functions such as perception and reaction time do indeed take longer,
3 Although younger subjects cut through the confusion faster when the correct arrow
suddenly popped up,
4 Just before the correct symbol appeared, however,
5 The ability to retrieve memories also quickly slides and
6 Drawing on both sides of the brain gives them a tactical edge, even if
7 ... when elders were presented with new computer exercises they paused longer before
­reacting and took longer to complete the tasks, yet
a the speed of each hemisphere’s process is slower.
b they more frequently clicked on incorrect arrows in their haste.
c the computer displayed numerous other arrows aimed in various other directions.
d they made 50% fewer errors.
e their brains compensate for some kinds of declines in creative ways that young minds do
not exploit.
f it is sometimes harder to concentrate and maintain attention.
g that slowing down does not necessarily undermine mental sharpness.
206
Showing your position in a text
pronouns;
pronouns; adverbs;
adverbs; verbs;
verbs; adjectives
adjectives
24
A Context listening
A You
Context
are going Listening
to hear two students, Nick and Tina, discussing a topic with their tutor. Look at
1
the pictures below. What do you think the topic is?
2
• 24
Listen and decide whether these statements are true or false.
1 Tina believes that her time at school was good for her.
2 Nick had a bad experience at school.
3 Nick believes that the boy who was bullied probably feels bad about his school days.
4 Nick likes the idea of staying at home all day.
5 Tina’s friend was able to meet new friends easily.
6 Tina believes that you receive a better standard of education in school.
3
24
Listen again and fill in the gaps.
, I had a great
1 Well, I’m a bit like you, Tina. I went to a normal school and,
experience there. Mind you,
that being educated at home would be good
for some children. There was a boy in my class who was bullied by some older boys, and
he must look back at his school days and feel really bad.
, schools do seem to be more overcrowded
2 Yes, I think that’s a good point. But,
and less well-funded these days and
the advantages of home education in
terms of the quality of education. That’s
the way my friend felt. Mind you,
she finds it hard to interact in large groups of people. And,
, she
doesn’t have a great ­relationship with her parents these days.
she had enough of
them as a child!
4 Look at your answers in Exercise 3 and find examples of:
1 two verbs that express the speaker’s attitude or opinion
2 three adverbs that show how the speaker feels about the idea
3 two adverbs that show possibility
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24
B Grammar
When speaking or writing, we can choose language to indicate our feelings, attitudes, judgements
and beliefs. Task 2 in the Writing section of the IELTS test generally asks you to discuss a topic.
We have to decide where to position ourselves on the topic and demonstrate this through the
­language we use.
1 Pronouns
In formal writing, first person pronouns (e.g. I, you, we) are not very common, but we can use
them to
u give our opinion of the topic being discussed with I or we:
I would argue that all children should attend school.
u show we are part of the group and identify with the reader, usually with we or us. Compare:
Is it better for us to educate our children at home rather than send them to school?
Is it better for parents to educate their children at home rather than send them to school?
The use of us in the first sentence changes the text from objective comment to a more
­subjective one.
2 Adverbs
To show our attitude, feelings or assessment of something we can use
u single adverbs (e.g. actually, frankly, fortunately, unfortunately, personally, luckily, interestingly,
naturally, surprisingly):
Frankly, I’d be totally bored staying at home all day.
But, unfortunately, schools do seem to be more overcrowded and less well-funded these days.
In speech we often use actually to correct someone or to show that we disagree with something
that has been said:
Actually, she believes that she received a better education as a result.
u adverbial phrases that express the speaker’s view of a generalisation (e.g. broadly speaking, by and
large, in general, overall, on the whole, to a great extent):
But, in general, I don’t think it is a good idea.
u adverbial phrases of opinion (e.g. in my/our view, in my opinion):
In my opinion that’s a disadvantage.
To soften the tone of an argument we can use adverbs of possibility (e.g. certainly, definitely, maybe,
perhaps, possibly, presumably, probably):
Well, that’s certainly the way my friend felt.
Perhaps she had enough of them as a child!
So, maybe that’s a result of her education experience.
To show that the information has come from somewhere/someone else, we can use adverbial phrases
that report the views of other people (e.g. apparently, according to (somebody), evidently):
According to my friend they did fun things like going out for walks.
Apparently there is a network of parents who teach at home. (someone else told me this)
208
Showing your position in a text
Position of adverbs
Comment adverbs often come at the beginning or the end of a clause (e.g. according to, fortunately,
interestingly, luckily, surprisingly, unfortunately):
Interestingly, she doesn’t have a great relationship with her parents these days.
She doesn’t have a great relationship with her parents these days, interestingly.
Many adverbs can also come before the main verb or after be:
It is probably best.
He would possibly feel quite differently.
! Definitely is not usually used at the beginning of a clause:
I am definitely coming to the party. (not Definitely I am coming to the party.)
3 Verbs
To show our opinion or feelings we can use verbs such as think, suppose, believe, feel, guess, see:
I think that’s a good point.
I can see that being educated at home would be good for some children. (= I can understand)
When the subject is I, it is sometimes preceded by personally:
Personally, I feel the teachers did a really good job.
To show that we are expressing our ideas rather than facts or to sound more cautious we can use
modal verbs of possibility (e.g. may, might, could, must, can) and verbs like seem or appear:
I think he must look back at his school days and feel really bad.
Schools seem to be more overcrowded and less well-funded these days.
4 Adjectives
We can use adjectives
u to show our feelings (e.g. glad, delighted, overwhelmed):
Anyway, I’m glad that my parents didn’t educate me at home.
u with it + be + adjective + that to show possibility and opinion (e.g. clear, possible, probable, likely):
Yes, but it is likely that those people will be very similar.
209
24
C Grammar exercises
1 Underline the correct word or phrase in the sentences below.
1 I’m very worried about the plans to build a new shopping centre here. According to /
Apparently my friend they want to knock down some of the houses.
2 Apparently, / Personally, I believe that we will live longer in the future.
3 Joshua is working this weekend so presumably / actually he will have some time off at a
later date.
4 We cannot say for sure but definitely / perhaps an advertising campaign would encourage
people to recycle their waste more.
5 Overall, / Luckily, we can see that the experiments done by the early scientists have had a
great effect on our lives today.
6 We should probably / overall all reflect on the way we live our lives and try to be more environmentally aware.
7 Certainly, / Surprisingly, John agreed to come when I invited him – I hadn’t expected that!
8 In my opinion / Unfortunately the number of students leaving university without
­completing their degrees is rising.
2 Put the words in brackets into the sentences below in a suitable place. There may be more than
one possible answer.
certainly
1 I believe she is the right person for the job, but I feel she may need some further training.
(certainly)
2 The start of the course has been delayed because the tutor is ill. (apparently)
3 I want to go to university when I leave school. (definitely)
4 I was late for the exam because my bus didn’t come, but the exam hadn’t started on time so
I only missed a few minutes. (luckily)
5 The university has decided to close the music department. (unfortunately)
6 It is time to reorganise our company structure. (perhaps)
7 My tutor was impressed with the effort I had put into my assignment, but suggested a few
changes. (on the whole)
8 It is true that people are living longer today than in the past. (probably)
210
Showing your position in a text
3 Replace the underlined part of each sentence with an adverb from the box.
actually apparently evidently frankly
on the whole possibly surprisingly unfortunately
1 I’ve heard that he is a teacher. Apparently
2 To be honest I don’t really like this kind of literature.
3 I found it unexpected that the survey revealed that university students today spend longer
on their work than in the past.
4 I’m not happy about it but I can’t come to your party because I’m working.
5 To sum it up, it seems that people prefer to spend festivals with their families or friends
rather than alone.
6 From what I have read in the journal, it seems that scientists believe the new drug will
work.
7 I am not absolutely certain about this but if we reduce the amount we consume, we will
become happier.
8 As a matter of fact I think this is the best piece of work you’ve done so far.
4 Put the words or expressions in brackets into a suitable place in the essay extract below and
make any other necessary changes, including rewriting sentences.
Many people have changed from a mainly meat-based diet to a vegetarian
one in recent years. Do you think there are more advantages or more
disadvantages to following a vegetarian diet?
they believe that
There are many reasons why people follow a vegetarian diet. Firstly, it is because
may be
is wrong to kill animals. This is due to religious beliefs or it is their own personal
philosophy. (they believe that; may be; could be)
Another motivation for stopping eating meat is health. The high fibre content of
a vegetarian diet reduces the likelihood of suffering from some bowel problems
and heart disease. In addition, fewer vegetarians than meat-eaters are overweight.
A further advantage is that a vegetarian diet is cheaper than eating meat. (it is
possible that; according to research; seems to; can be)
Nevertheless, there are some disadvantages. Vegetarians lack a lot of the vitamins
and minerals that are present in meat, such as iron or vitamin B12, or calcium if
you do not include dairy products in your diet. There is also the social problem of
not being able to eat food available at parties and restaurants. However, in terms
of health a vegetarian is more likely to be healthy than a non-vegetarian and the
advantages outweigh the disadvantages. (it is clear that; can; overall; personally
I feel that)
211
it
24
D Test practice
Academic Writing Task 2
You should spend about 40 minutes on this task.
Write about the following topic:
School children and students of all ages now use technology a great deal
in their studies.
Do you think this is a positive or a negative development?
Give reasons for your answer and include any relevant examples from your own knowledge or
experience.
Write at least 250 words.
Grammar focus task
Look at the sentences from a model answer to the question above. Fill in the gaps using the
words in the box.
argue certainly definitely in my opinion in my view unfortunately
1 This has
fits and drawbacks.
changed the way that we study and,
2 … and doing research online is
a library.
3 Firstly,
much faster than searching for books in
, handwriting and spelling have definitely deteriorated in recent years.
4 … modern technology now does so much of our thinking for us that,
losing our ability to think for ourselves.
5 I would
the future.
, has had both bene-
, we are
that we need to be very careful to ensure that this is not the case in
212
Nominalisation in written English
forming
forming nouns
nouns from
from other
other parts
parts of
of speech
speech
(verbs,
(verbs, adjectives
adjectives and
and linking
linking words)
words)
25
A Context listening
A You
Context
1
are going Listening
to hear Julie describing what happened when she was stung by a bee. Which
symptoms do you think she had?
itching
pain
redness
shaking
sneezing
2
• 25
Listen and check if you were right.
3
25
Listen again and answer these questions.
swelling
1 What was unusual about what happened when Julie was stung by a bee?
2 Where did she get stung?
3 How did it feel?
4 What happened to her foot?
5 What other effects were there?
4 Read this written scientific account of the effects of bee stings.
Following a bee sting the normal reaction is burning pain, redness, irritation and itching.
After a person has been stung by a bee once, they may become allergic to the bee’s venom.
There is a 60% risk of a serious reaction upon re-sting. In this situation there may be swelling
in the area around the sting, it may become red and sore, the victim may have breathing
difficulties, a dry cough, abdominal pain and vomiting. In extremely serious cases, the throat
may swell, blocking the airway, and the heart may stop.
Look at the underlined words in the extracts from what Julie said. How are these words
expressed in the written text?
1 I was really surprised by how much it hurt.
2 It itched a bit too.
3 My foot began to go red and swell up.
4 Then I began to find it difficult to breathe and kept coughing.
5 Compare the language in the written report with the spoken language.
1 What happens to the spoken verbs in the written report?
2 What are the most common verbs in the written text?
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25
B Grammar
When we choose to give the main information in a clause as a noun phrase rather than as a verb, this
is called ‘nominalisation’.
1 Nominalisation in written English
In spoken English we usually use a subject + verb to describe an event:
subject + verb
I reacted badly.
subject + verb
+ verb
Then really quickly my foot began to go red and swell up.
In formal written language we use language that is less personal, so we often use a noun form i­ nstead
of a verb. The written scientific account describes the same reaction like this:
noun
noun
noun
noun
Following a bee sting the normal reaction is redness, irritation and itching.
noun
In this situation there may be swelling in the area around the sting.
In the spoken example the events are expressed by verbs (go red, swell up). In the written examples
the events have been changed into nouns (redness, swelling). Notice that the only verb in the written
examples is the non-action verb be.
We can also change some adjectives to nouns. Compare:
The cathedral is tall and can be seen from all over the town.
The cathedral’s height makes it visible all over town.
The common differences between spoken and written English are:
Spoken
Written
u action or events are expressed as verbs:
u actions or events may be expressed as
swell up nouns or noun phrases:
swelling
u
u events are expressed impersonally:
events happen to people or are carried
out by people: the normal reaction is ...
I reacted badly, my foot began to go red
u
u nouns used as subjects:
personal pronouns are used as subjects:
I, she a person, the throat
u
u verbs are often not action or event verbs:
verbs are often action or event verbs:
reacted, trod, itched be, have
u
214
sentences have a lot of vocabulary words
Nominalisation in written English
2 Reasons for using nominalisation
Making texts impersonal and authoritative
By turning actions into nouns we make the text sound less personal and more authoritative. We don’t
use personal pronouns (e.g. I, you, he) as much.
Compare:
Following a bee sting the normal reaction is burning pain, redness, irritation and itching. In this
situation there may be swelling in the area around the sting.
Then really quickly my foot began to go red and swell up. It just got bigger and bigger. It itched a bit
too. I was really surprised by how much it hurt.
The nominalisations have been underlined. The spoken account is much more personal and uses
active verbs.
Adding information
Nominalisation is particularly useful for Academic Writing Task 1 because we can do several things
to add information to nouns in English:
u count: the two charts
u describe: the two coloured charts
u classify: the two coloured bar charts
We cannot do the same with verbs. It is only by changing verbs into nouns that we can add
­information words to a text in such a concise way.
Avoiding repetition
We can use nominalisation to avoid repetition when we want to refer back to a previously mentioned
idea (see Unit 21):
The number of unemployed increased by 5% last month. The reason for this increase is still unclear.
Nominalisation can also be used to paraphrase what has been said. In the IELTS Listening and
­Reading tests different words are used in the texts and the questions. Compare:
Listening text:
Then I began to find it difficult to breathe and kept coughing, although I didn’t have a cold.
Question:
Which TWO of the following symptoms did Julie experience?
A breathing problems
B shaking
C a cough
D a high temperature
E chills
Options A and C are nominalisations of the verbs used in the listening text.
215
25
C
Grammar exercises
1 Write possible noun forms for the following verbs.
1 to research: research, researcher
2 to study:
3 to find:
4 to respond:
5 to measure:
6 to earn:
7 to advertise:
8 to examine:
9 to suggest:
10 to create:
2 Complete the sentences with the noun form of the adjectives in brackets.
1 The graphs show a significant difference (different) between the ages at which men and
women marry.
2 The
(strong) of the government’s argument for changing the law is that many car
accidents happen whilst drivers are speaking on their mobile phones.
3 The
(deep) of the lake means that no one has ever seen the bottom.
4 Some parts of the world are not only important in terms of their biodiversity, but they also
(beautiful) that must be conserved.
have a special
5 This is a good essay in parts, but you need to express yourself with more
times.
6 The discovery of a new species of monkey in Africa is of great
both naturalists and the general public alike.
7 The
(interesting) to
(difficult) facing the scientists now is how to prove their theory.
8 The results of this research need to be treated with
9 The
(clear) at
(cautious).
(significant) of the findings surprised even the researchers.
10 Many older people are afraid to go out at night due to the increase in
(violent) in
our larger cities.
11 The current
(controversial) over pensions is likely to continue for some time.
12 We apologise for any
­schedule.
(confusing) caused by the last-minute change to the
216
Nominalisation in written English
3 Underline the best answers.
The two pie charts show the average spending by households in a
country at two different points in its economic development.
Summarise the information by selecting and reporting the main
­features, and make comparisons where relevant.
Household expenditure 1920
Recreation and
Medical care 1.9%
Other items 7.7%
Household expenditure 2020
Recreation and
Medical care 3.5%
Other items 34.2%
Fuel and light 6.6%
Fuel and light 6.3%
Travelling and
communication 3.3%
Travelling and
communication 14.3%
Education 1.7%
Education 6.0%
Housing 1.3%
Housing 6.3%
Clothing 2.4%
Household goods 3.2%
Clothing 4.5%
Food 71.9%
Household goods 3.1%
Food 21.8%
The two pie charts give information about 1) what households spent their money on /
household expenditure on goods and services in 1920 and 2020. Overall, 2) there are some
quite significant differences / some things are significantly different between the two charts,
particularly in the increased spending on recreation over time, and the decrease in spending
on food.
In 2020 3) the largest proportion of expenditure was / most money was spent on recreation and
other items whereas in 1920 it was on food, with recreation and other items accounting for just
7.7%. There is a great difference in terms of 4) the amount of money people spent on food / food
expenditure between the two years. In 1920 nearly 72% of 5) the total household budget / the
total of what households spent went towards food, compared to only 22% in 2020.
6) There has been a notable increase in / People have notably increased the amount of money
spent on travelling and communications between the two dates. In addition, the charts show
7) a significant rise in the proportion of money spent on clothing / that people spent more on
clothes in 2020 compared to 1920.
There are some similarities, however. For example, in both 1920 and 2020 8) people spent a
similar proportion on fuel and lighting. / the proportion of fuel and lighting expenditure was
roughly the same.
217
25
4 Fill in the gaps in the second sentences with nouns so that they have a similar meaning to the
first sentences.
1 a She wrote books that children enjoyed.
b Children enjoyed her writing .
2 a Young girls are spending increasing amounts on make-up because they have been
­influenced by advertising.
b
on make-up amongst young girls is on the
of a­ dvertising.
due to the
3 a I failed to get good enough grades to get into university because I was ill on the day of
the exam.
to get good enough grades to get into university was my
b The reason for my
on the day of the exam.
4 a If you eat healthily you can reduce the chances of getting ill.
b A healthy
can lead to a
in the chances of getting ill.
5 a If you use the Internet, you risk getting viruses and losing important information.
b
cause the
of the Internet increases the
of important ­information.
of getting viruses which may
6 a When people are content because their lives are successful, they tend to be easier to
­communicate with.
due to personal
b
other people.
tends to lead to improved
with
7 a In the thirteenth century engineers developed new ways to construct buildings which
made it possible to build the soaring arches of Salisbury Cathedral.
in
in the thirteenth century made it possible to build the
b
­soaring arches of Salisbury Cathedral.
8 a The IELTS reading module is difficult because it has long articles with lots of new
­vocabulary in them.
of the IELTS reading module is due to its long articles containing a lot
b The
of new vocabulary.
218
Nominalisation in written English
D Test practice
Academic Writing Task 1
You should spend 20 minutes on this task.
The graph below shows the population figures of different types of wild
birds in the one country between 1975 and 2020.
Summarise the information by selecting and reporting the main features,
and make comparisons where relevant.
Write at least 150 words.
Population of wild birds: 1975 to 2020
140
Number of birds in thousands
130
120
110
100
90
80
Coastal species (20)
70
All species (111)
Woodland species (33)
60
Farmland species (19)
50
1975
1980
1985
1990
1995
2000
2005
2010
2015
2020
Grammar focus task
Look at the extracts from a model answer and underline all examples of nominalisation.
1 There appears to have been relative stability in the total number of wild birds over this
period, although the total fluctuated from the late 70s to the early 90s. Since the mid-90s there
has been some improvement and, by 2020, there were almost as many birds overall as in 1975.
2 After briefly climbing from 110 thousand birds in 1975, the 19 species of farmland birds
experienced a severe decline, falling to approximately 65,000 in the early 1990s.
3 Although there was a slight drop just before 2020, the final total for this period was 135,000,
far outnumbering the other species.
219
Key
Entry test
If you have the wrong answer, see the units indicated for more
information.
1 B (➢ Unit 1)
2 C (➢ Unit 1)
3 B (➢ Unit 2)
4 B (➢ Unit 2)
5 C (➢ Unit 2)
6 B (➢ Unit 3)
7 A (➢ Unit 3)
8 B (➢ Unit 4)
9 C (➢ Unit 4)
10 A (➢ Unit 5)
11 A (➢ Unit 5)
12 C (➢ Unit 6)
13 B (➢ Unit 6)
14 C (➢ Unit 7)
15 B (➢ Unit 7)
16 A (➢ Unit 8)
17 C (➢ Unit 8)
18 A (➢ Unit 8)
19 B (➢ Unit 9)
20 C (➢ Unit 10)
21 A (➢ Unit 10)
22 C (➢ Unit 10)
23 B (➢ Unit 11)
24 C (➢ Unit 11)
25 A (➢ Unit 12)
26 B (➢ Unit 12)
27 A (➢ Unit 13)
28 B (➢ Unit 13)
29 A (➢ Unit 14)
30 A (➢ Unit 14)
31 C (➢ Unit 15)
32 B (➢ Unit 15)
33 A (➢ Unit 16)
34 A (➢ Unit 17)
35 C (➢ Unit 17)
36 A (➢ Unit 18)
37 C (➢ Unit 18)
38 B (➢ Unit 19)
39 A (➢ Unit 19)
40 B (➢ Unit 20)
41 B (➢ Unit 20)
42 C (➢ Unit 21)
43 C (➢ Unit 21)
44 A (➢ Unit 22)
45
46
47
48
49
50
B (➢ Unit 22)
A (➢ Unit 23)
C (➢ Unit 23)
B (➢ Unit 24)
C (➢ Unit 24)
A (➢ Unit 25)
Unit 1
A: Context listening
2 1 playing and watching football; playing the guitar in a band
3 1 T 2 F He is studying really hard for his exams this month.
3 F His parents own a restaurant. 4 F He practises the piano
most mornings. 5 T 6 T His cousin is living in Thailand. 7 F
He supports his local team.
4 1 sentences 3 and 7 2 sentences 4 and 5 3 sentence 1
4 sentences 2 and 6
C: Grammar exercises
1 2 b 3 a 4 b 5 a 6 b 7 a 8 b (➢ B1 and B2)
2 2 sees 3 isn’t studying; don’t think 4 ’s he doing; ’s
trying 5 breathe in; give out 6 want 7 drive 8 are
travelling 9 runs 10 are falling (➢ B1–B3)
3 2 have (state verb) 3 is going up (year by year tells us this is a
gradual change over time) 4 is catching up 5 know
6 is causing 7 think 8 agree (➢ B2 and B3)
4 2 increases is increasing 3 decreases is decreasing
4 is warming warms 5 is rising rises 6 change changes (be
careful of verb/subject agreement) (➢ B1 and B2)
D: Test practice
Listening
Questions 1–10
1 fitness classes
2 quiet (swimming)
3 £4.00
4 exercise bikes
5 month
6 August
7 10 (students)
8 Wednesday/s
9 Lyndon
10 0415 626 333
Grammar focus task
1 We’re always looking 2 do you charge 3 I prefer 4 depends
5 we’re hoping to 6 I want
Unit 2
A: Context listening
1 A CDs B a laptop computer C a roast chicken D a purse
E a handbag F a TV
220
Key
2 1 CDs; a roast chicken; a purse 2 B (So you see, you do need to be
careful to lock your door at all times of the day)
3 1 called 2 happened; was watching 3 used to keep
4 would leave 5 walked 6 didn’t hear; was listening
7 went; opened; took
4 1 sentences 2 and 6 2 sentences 1 and 5 3 sentence 7
4 sentences 3 and 4 5 past simple; past continuous; would; used to
of the Reading Passage. If you cannot find an answer, just move on to
the next one and come back to this one later.
10 A (Portia spiders moved more when the webs were shaking
(vibrating) than when they were still (motionless) so B is incorrect;
C is incorrect: they were more likely to capture their prey during
tests in which the webs were periodically shaken than in those where
the webs were undisturbed; D is incorrect: If the spiders were placed
onto unoccupied webs, they would make no attempt to change their
movements) 11 A (They’d make a big pluck with one of their hind
legs = make strong vibrations with one leg; B and C are incorrect: the
spiders would ... then creep forwards up to five millimetres before the
vibrations died down; D is incorrect: the violent twanging produces
a pattern of vibrations that match those caused by a twig falling onto
the web) 12 D (But this is the first example of an animal making its
own smokescreen that we know of; A is incorrect: lions also do this; B
is incorrect: Portia spiders mimic trapped insects not other preyeating animals; C is incorrect because we are not told that these are
the only animals to do this. 13 B (Sometimes they will even take an
indirect route to reach a prey spider … When it does this, the Portia
spider is actually solving problems and thinking ahead about its
actions.)
C: Grammar exercises
1 2 was 3 took 4 was 5 received 6 meant 7 invented
8 laid 9 allowed 10 replaced 11 increased 12 did not
own 13 walked 14 rode (➢ B1 and Appendix 1)
2 2 made 3 were studying 4 was describing 5 picked
up 6 noticed 7 was crying 8 apologised 9 said 10 didn’t
know 11 made 12 happened 13 was showing
14 was examining 15 was smiling 16 got 17 said
18 laughed 19 wasn’t looking 20 inspired 21 started (➢ B1 and
B2)
Used to is possible in 1 and 2: used to have and used to make
3 2 would/used to follow 3 moved 4 visited
5 would/used to give 6 Did you use to have (would is not used
with state verbs or in questions) 7 really used to like/used to
really like (would is not used with state verbs)
8 used to/would go 9 used to/would spend 10 took
11 did you use to have to (would is not used in questions)
12 used to have to (would is not used with state verbs)
13 didn’t use to look forward to (would is not generally used with
negatives) (➢ B1 and B3)
4 3 used to go 4 3 5 noticed 6 3 7 realised
8 was snowing 9 skidded 10 3 11 phoned 12 3 (background
scene) 13 stopped (event) 14 3 15 came 16 3 (➢ B1–B3)
Grammar focus task
1a 2c 3b
Unit 3
A: Context listening
1
2
3
4
D: Test practice
Reading
Questions 1–9: locating information
Test tip: Scan the passage for relevant information, and then
check that it matches the question exactly (e.g. for question 2
the experiment is mentioned several times but only paragraph D
describes how it was done). Remember that the words in the passage
may paraphrase the words in the questions.
1 E (prey spiders did not respond to them in any way) 2 D (The
researchers allowed various prey spiders to spin webs in the laboratory
and then introduced Portia spiders.) 3 F (lions hunting at night, for
example) 4 D (To simulate the shaking effect of a breeze the z­ oologists
used either a model aircraft propeller or attached a tiny magnet to
the centre of the web) 5 B (They will attack something about twice
their own size) 6 A (the element of surprise is crucial … for jumping
spiders, like the Portia spider, which sneak onto other spiders’ webs to
prey on their owners, it can be the difference ­between having lunch and
becoming it) 7 B (Portia spiders live ­mostly in tropical forests, where
the climate is hot and humid.) 8 B (The fifteen known species of Portia
jumping spiders) 9 C (But only a few species of jumping spiders invade
the webs of other spiders, and the Portia spider is among them.)
Questions 10–13: multiple choice
Test tip: Read all the questions and options and underline or
highlight any important information or key words that you need to
find in the passage. Use the questions to locate the relevant part
A logical order would be: 1 F 2 C 3 A 4 D 5 E 6 B
1C 2A 3D 4E 5B
1 ’ve collected 2 read 3 ’ve been feeling 4 ’ve just got up
a sentence 4 (present perfect simple) b sentence 1 (present perfect
simple) c sentence 3 (present perfect continuous) d sentence 2
(past simple)
C: Grammar exercises
1 3 have already seen 4 have just received 5 were 6 3
7 represented 8 have played 9 3 10 have not travelled
11 went 12 3 (➢ B1)
2 2 has increased (since) 3 rose (in 2015)
4 has risen (each year) 5 was (from 2005 to 2015)
6 have overtaken (since 2015) 7 has grown (each year); occurred
(between 2005 and 2010) (➢ B1)
3 2 I’ve been working 3 have now finished 4 I’ve made
5 you said (at last week’s lecture) 6 I have prepared 7 I’ve
done 8 I used 9 I went 10 learnt 11 I’ve been wondering
12 you’ve given (➢ B1 and B2)
4 2 ’ve been living (for the past three years) 3 ’ve been studying
(focus on activity) 4 Have you done 5 ’ve been (state verb) 6 ’ve
travelled 7 ’ve done 8 ’ve started 9 ’ve been having (’ve been
taking is also possible – focus on activity and duration)
10 ’ve just passed (recent activity) 11 ’ve taken (it’s the first
time) 12 ’ve never felt (’ve never been is also possible) 13 ’ve been
doing (’ve been taking is also possible – focus on activity)
14 ’ve always wanted 15 ’ve always been
16 ’ve already worked (➢ B1 and B2, Grammar extra)
Answers will vary. Suggestions: 17 I’ve been studying English
since I was six years old. 18 I haven’t studied any other languages.
/ I have studied ... / I studied French at school but I’ve forgotten
221
almost everything now. 19 I’ve been to ... 20 I’ve been reading a
lot and taking lots of practice tests. 21 My life has changed a great
deal. I’ve finished university ... (➢ B1 and B2)
to Argentina.) 5 viii (Paragraph E tells us that the United States
Department of War requested the pens be made in the U.S., so an
American company bought the rights from the Biro brothers.) 6 iii
(Paragraph F tells us that a businessman saw the pens, recognised
the business opportunity, and very quickly copied them and set up a
factory.)
The following headings are incorrect: i (Although fountain pens
are mentioned in the text, none of the paragraphs tells us of any
‘boost’ for them.) ii (The Biro brothers were never very famous.)
v (Paragraph E tells us that the United States Department of War
actually helped the progress of the Biro pen.)
D: Test practice
General Training Writing Task 1
Test tip: Read the question carefully. Make sure you include all the
information required in your letter and make sure you stick to the
time limit so that you leave enough time to answer Task 2. Do not
write any addresses.
See model answer in unit.
Grammar focus task
1 I have lived in this town all my life 2 I have been taking Spanish
language classes in the evenings 3 I have read many guide books
Unit 4
A: Context listening
1 1 d 2 a 3 f 4 c 5 h 6 b 7 g 8 j 9 e 10 i
2 1 January 27, 1756 / 27 January 1756 / January 27th, 1756 /
27th January 1756 2 one/1 3 (a) composer 4 six/6
5 (the) violin
3 1 was born; had already died 2 was; had also been
3 mastered; had copied 4 was; had written
5 hurried; spread 6 were; had ever been
4 1 past simple 2 past perfect
C: Grammar exercises
1 2 had entered 3 had made 4 had not discovered
5 had also turned up 6 had multiplied (➢ B1)
2 2 had doubled 3 was 4 increased 5 had reached 6 had peaked
7 remained 8 began 9 had tripled 10 had managed (➢ B1)
3 2 ’d always been 3 ’d heard 4 arrived 5 ’d been feeling 6 had
come 7 ’d walked 8 ’d learnt 9 had prepared
10 ’d been expecting (’d expected) 11 took off
12 didn’t feel 13 approached 14 had done 15 stepped 16 hadn’t
burnt 17 ’d been hoping (’d hoped) 18 managed 19 ’d done (➢ B1
and B2, Grammar extra)
4 2 had started 3 bought 4 ’d never taken 5 stayed; visited; ’d been; ’d
liked (liked); ’d decided 6 ’d been developing 7 ’d already discussed;
’d made; ’d phoned; felt; hadn’t waited 8 ’d been running (➢ B1 and
B2)
D: Test practice
Reading
Questions 1–6: choosing paragraph headings
Test tip: Try to get the general idea of what each paragraph is about.
Make sure that the heading you choose reflects the overall message in
the paragraph and not just one fact.
1 vii (Paragraph A tells us about an advertisement for pens that
brought 5,000 people into a shop.) 2 ix (Paragraph B tells us about
earlier pens and their problems; there were 350 patents for pens
in fifty years.) 3 vi (Paragraph C tells us that the Biro brothers
worked together and changed two fundamental things about the
pen: the nib and the ink.) 4 iv ­(Paragraph D tells us about the
problem with the first design and how this was solved with a second
design which worked better. We also learn that the brothers moved
Questions 7–9: multiple choice
Test tip: Read all the questions and options and underline or
highlight any important information or key words that you need to
find in the passage. Use the questions to locate the relevant part of
the Reading Passage. If you cannot find an answer, just move on to
the next one and come back to this one later.
7 D (Depending on the climate or air temperature, sometimes the
pens would do both, i.e. leak and clog. A is incorrect: the pens
were never manufactured; B is incorrect: there is no mention of
the manufacturing technology; C is incorrect: the first pen was
designed for use on leather – we are not told that it could not write on
paper.) 8 A (the ink flow was sometimes too heavy, leaving big smudges
of ink on the paper. B and C are incorrect because we are only told the
following about the tip and the ball bearing: relied on gravity for the
ink to flow to the ball bearing at the tip; D is incorrect: we know that
the ink left smudges, did not flow smoothly, and that it was drawn up
like water in a plant, but we are not told about drying time.) 9 C (the
Biro brothers had failed to secure a U.S. patent on their invention. A is
incorrect: Reynolds quickly set up a factory;
B is incorrect: we are only told that the material used had not been
used by the government; D is incorrect: there is no mention of
Reynolds having any contact with the Biro brothers.
Questions 10–12: short-answer questions
Test tip: Scan the text for the information you need. It is important to
write only the key words and take note of the word limit (here you are
told to write no more than one word and/or a number). Make sure to
read the footnotes in any passage.
10 leather 11 Argentina (not It was in Argentina) 12 (in) 1945 (not It
was in 1945) 13 aluminium/aluminum
Grammar focus task
1 had taken out; had sold 2 patented; soon became
3 had observed 4 bought; returned; discovered; had long since
expired 5 challenged; lost; had failed
Unit 5
A: Context listening
1 hockey; Scotland and Greece
2 1 Scotland 2 four/4 3 three/3 4 mountain lodge
5 Greece 6 three/3 7 four/4 8 (a) (small) hotel 9 islands
3 1A 2B 3A 4C 5A
4 1 present continuous 2 will 3 going to 4 sentences 1 and
5 5 sentences 2–4
222
Key
C: Grammar exercises
C: Grammar exercises
1 2 are predicted to, 3 will inevitably feel, 4 will also have, 5 is likely
to become, 6 are going to happen, 7 will undoubtedly continue,
8 will probably result, 9 will be able to, 10 are likely to lead to, 11
will be forced to 12, will be (➢ B2 and B3, Grammar extra)
2 2 we’ll take 3 we’re going to visit 4 they’re holding
5 they aren’t staying 6 we’ll probably do 7 we’re going to do 8 we’re
also going to try 9 You’ll love 10 you’ll probably end up 11 we’ll
see (➢ B1–B3)
3 2 ’m taking 3 ’ll tell 4 ’ll pick 5 ’m seeing
6 will probably finish 7 ’ll need 8 ’m meeting
9 ’ll probably want 10 won’t go on 11 will be
12 ’ll see (➢ B1 and B2)
4 Answers will vary. Suggestions: 1 I’m going to visit my
grandmother. (I will visit my grandmother at the weekend sounds
like a promise rather than a planned visit.)
2 I’m travelling to America next week.
3 I think we will stop using landline telephones. (➢ B1–B3)
1 2 won’t (will not) be reading 3 will be playing computer games
4 will be doing sport; studying 5 will be resting
6 will be seeing friends (➢ B3)
2 2 will have peaked – a 3 will have risen – d
4 will have grown – f 5 will have gone up – b
6 will have increased – e (➢ B4)
3 2 3 3 they won’t ask they don’t ask
4 is your meeting about to start does your meeting start
5 after I’ll get after I get 6 3 7 3
8 We’re about to fly We fly
9 I’ll receive I receive (➢ B1)
4 2 ’ll be travelling 3 ’ll hopefully have saved up
4 get (when + present simple) 5 ’ll probably have been travelling
(for a few months = duration) 6 ’ll have visited (by then) 7 was
going to do 8 ’ll be starting/’m about to start 9 won’t have
finished 10 find out (as soon as) (➢ B1–B5, Grammar extra)
D: Test practice
Academic Writing Task 2
D: Test practice
Reading
Questions 1–5: sentence completion
1 False (Human Resources has been in touch with those affected)
2 True (If you are still unsure whether this applies to you, email your line
manager.)
3 False (applies to anyone who is going to be working in such a location
for more than three days a week. If you are already working from home
for up to two days or only on certain days of the week, please refer to the
existing Working From Home policy)
4 True (new parents and employees suffering from a short-term
disability may apply within these first two years)
5 Not given (there is no information about who carries out the home
risk assessment)
6 False (However, secondary equipment (e.g. printers) are excluded.)
7 Not given (We are told stationery will be provided but we do not
know how this will be done.)
Grammar focus task
1 i s relocating 2 will occur; will be 3 are going to need 4 is going to
be working 5 will commence 6 is going to be provided
The future forms used are: present continuous, will, going to.
Present continuous is used for a definite arrangement with a time
expression (➢ B1)
Will is used for future events that are not personal (➢ B2)
Going to is used for an intended future event that has been thought
about (➢ B3)
Unit 6
A: Context listening
2 Phil advises Janet to practise in front of the mirror.
3 1 will be working 2 will have given 3 will be feeling
4 will have rehearsed 5 leaves
4 1 sentences 2 and 4 2 sentences 1 and 3 3 sentence 5
Test tip: Make sure that you read all parts of the question carefully
and address each point made. Organise your thoughts and ideas
well. Do not try to memorise essays. Make sure you have at least
40 minutes to spend on this task and try to leave time to check your
spelling at the end.
Model answer
It is predicted that, by 2050, the percentage of the population aged 65
or older will have risen significantly in some places. This is likely to
cause problems for the countries concerned, and finding a solution
will not be easy.
There are several problems caused by an ageing population. Firstly, as
most people retire in their 60s, this means that fewer people will be
working, and therefore fewer people will be paying income tax. With
insufficient taxes to draw on, the governments of these countries
will struggle to provide essential services unless they increase taxes
significantly. Because of this, the biggest impact is likely to be felt
by the shrinking proportion of the population, that is, those aged
15 and younger. When they become adults, they will need to work
much harder to support the growing number of elderly as well as
paying higher taxes. In fact, many may decide to leave these countries
altogether, which is likely to exacerbate the problem and increase the
decline. Thus, the consequences of an ageing population will be far
reaching.
When it comes to finding a solution, changes need to be made now.
To increase the number of children being born, financial incentives
could be offered to families to encourage them to have more children
or to move to the area, thereby creating more balance within the
population. Until this happens, the retirement age could be raised,
which would provide more taxes for longer and so postpone many
of these issues. However, in order for this plan to work, governments
are also going to have to make sure that this older generation remains
healthy and fit enough to continue working. Clearly, everyone will
need to make changes to achieve an effective solution.
In conclusion, when a population ages the effects are felt by everyone
and the situation worsens if nothing is done about it. In my view,
there are several possible solutions, but these involve acting quickly
in the present.
223
Grammar focus task
4 1 Sentence 1 = the first time it is mentioned; sentence 2 =
the same satellite we have just mentioned. 2 We use the with
superlatives; we mean scientists in general, not a specific
group. 3 2.56 billion euros 4 There are more than two countries.
1 will have risen 2 will be working; will be paying 3 become
4 happens 5 are also going to have to
Unit 7
C: Grammar exercises
A: Context listening
2 1 A, C, F 2 B
3 1 room 2 garden 3 transport 4 60 5 week
6 electricity
4 Group 1 nouns are countable; group 2 nouns are uncountable.
Other countable nouns: bed, bedside table, bills, desk, garden,
lamp, location, mirror, rent, room, types, view, wardrobe, week
Other uncountable nouns: furniture, transport, electricity
C: Grammar exercises
1 2 advice 3 information 4 cakes 5 sizes 6 situations
7 electricity (➢ B1, B2 and Grammar extra)
2 2 has come 3 were 4 shows (data is uncountable)
5 is included 6 were 7 is 8 was (➢ B1 and Grammar extra)
3 2 many 3 amount 4 few 5 little (sleep is uncountable)/ few (hours
are countable) 6 much/many 7 little
8 number 9 many 10 many 11 much (➢ B3)
4 2 something (positive statement) 3 3 4 Few (places is
countable) 5 some/many (positive statement) 6 a few (a small
quantity) 7 plenty of / a lot of / lots of (much is not usually used
in positive sentences) 8 3 9 any (= it does not matter which
time) 10 3 (places is countable) 11 No (➢ B2 and B3)
D: Test practice
Speaking
Test tip: Try to practice with a partner, and record your answers.
Do you pause often? Write out some of your answers to check your
grammatical range and accuracy.
Grammar focus task
A This is an answer to question 5; do as much exercise as I can
(exercise can be countable or uncountable – here is it uncountable)
get as much sleep as I can (sleep is uncountable); the amount of sugar
(sugar is uncountable)
B This is an answer to question 2; a few shops (shops is countable and
a plural noun) a small café (café is a countable noun and is singular
here)
C This is from a part 2 answer; any of the students (student is a
countable noun and is plural here)
D This is an answer to question 8; some people (people is a plural
noun); some excitement (excitement is an uncountable noun); a lot of
people (much is generally used in questions or negative statements)
Unit 8
A: Context listening
1 environment: climate, global warming, ozone depletion
satellites: fully-equipped, observation, launch, monitoring, outer
space, instrument, operational costs, precise
2 1 in 2014 2 C-band 3 ERS 1 4 ERS 2
5 fifteen/15 years 6 two/2 cups
3 1 a 2 The 3 the; – 4 this 5 None
1 3 The sun 4 the piano 5 the United Arab Emirates 6 3
7 by the bus 8 a doctor 9 the (my) car 10 the river Nile 11 3
12 the antiques (➢ B1)
2 2 7 (no article with countries) 3 the (referring back to Borneo
which has just been mentioned) 4 a 5 the (there is only one
sultan of Borneo) 6 the (there is only one eighteenth century) 7 7
(no article necessary when the name of the university comes
first) 8 The (the findings of this study)/Their (the scientists’
findings) 9 the (the specific differences between this DNA) 10 the
(the elephant populations already mentioned) 11 the (the scientists
mentioned earlier = biologists) 12 the (the island of Borneo)
13 a (not mentioned before and only one of many which have
occurred) 14 an (used to classify this group of elephants) (➢ B1)
3 2 people’s (people in general) 3 interviews (not referred
to before and plural) 4 questionnaires (not referred to
before and plural) 5 our (data for our survey) 6 Both
(only two methods) 7 these (referring to something just
mentioned) 8 neither (only two are mentioned) 9 Our
findings (not findings in general but the ones we got from our
survey) 10 This (the idea just referred to: people like to take
holidays in the summer) 11 the people 12 the survey (the one
previously mentioned) 13 Beach holidays (in general, not specific
ones) 14 Spain (no article with countries) 15 France 16 Most
(more than two were surveyed) 17 Each (person is singular; it
would need to say all of the people) 18 every (all here means ‘the
whole year’) 19 The price of the holiday (holiday = thing, not
person or animal) (➢ B1–B4)
4 2 Both 3 neither 4 Every 5 this (that) 6 that (this)
7 my 8 their 9 That 10 none 11 those (➢ B2–B4)
D: Test practice
Listening Part 4
Questions 1–10
Test tip: In Listening Parts 2 and 4, it is important to follow what
the speaker says. Before you start, circle key ideas and words in the
questions, then use the questions to help you keep track as you listen.
1 entertainment
2 India
3 athletes
4 stone
5 running
6 culture
7 school / education
8 classes
9 international
10 aging / ageing
Grammar focus task
1 formal fitness and exercise
2 early records (showing humans exercised in a formal structured
way); 2000 BC
3 2000 BC
224
Key
4 750 BC
5 fitness as a solitary activity done by only a select few; the German
school’s curriculum; introducing fitness into the school curriculum
6 the 1700s
7 the world’s first-ever private fitness club
well. Do not try to memorise essays. Make sure you have at least 40
minutes to spend on this task and try to leave time at the end to check
your spelling.
Unit 9
A: Context listening
2 1A 2B 3A 4B 5C 6A 7C
3 1 you; mine 2 she; herself 3 me 4 I; we; they
5 myself 6 you; yourself 7 themselves 8 yours
4 I, you, she, we, they; me, you; myself, yourself, herself,
themselves; mine, yours
C: Grammar exercises
1 2 themselves (these bats) 3 their 4 they 5 their
6 their 7 its (the bat) 8 its 9 it 10 itself
11 their (all bats) 12 they 13 their 14 themselves (➢ B1 and B2)
2 Dear Liz
I’m sorry I haven’t emailed you for a while. I’m really busy with
my studies at the moment. My course is going well and I’m
enjoying my course it a lot. The trouble is that my course it takes
up all my time. How is your course yours going?
I hope you will be able to visit me soon. I’d like you to meet my
friends. My best friend here is Paul. Paul He lives in the flat next
to my flat mine, and I usually eat most of my meals with Paul him.
At the moment I’m doing most of the cooking though, because
Paul he had an accident last week. One of
the reasons for the accident is connected to some changes at the
university recently. The university authorities They have decided
that students shouldn’t be allowed to bring cars up to the campus,
so more and more of the students us are cycling. Because of this
new rule, Paul was riding his bicycle to the university. While he
was cycling along, a car driver drove into the back of his bike. The
car driver He didn’t stop to check if Paul was okay. Luckily Paul he
was not badly hurt and managed to pick up his bike and get to the
doctor’s surgery. The doctor said his finger was probably broken
and strapped his finger it up, so he can’t hold anything in his right
hand at the moment and Paul he can’t really cook for Paul himself.
Anyway, he’d like to meet you, so we must arrange a time for you
to come here.
Get in touch soon. Love, Sandy (➢ B1 and B2)
3 2 they 3 they 4 It 5 it 6 it (= to understand this is
difficult) 7 its 8 themselves 9 they 10 There (➢ B1–B3)
4 2 it is 3 it (= for people to recycle their waste)
4 their (households = plural) 5 it (= the government making
a new law) 6 you (= everyone in general) 7 It is not practical
to do this. 8 themselves (people in general) 9 it (to avoid
repeating something) 10 the ones 11 they (to avoid repeating the
government) 12 There 13 it easier for people to recycle 14 they
(➢ B1–B3)
D: Test practice
Academic Writing Task 2
Test tip: Make sure that you read all parts of the question carefully
and address each point made. Organise your thoughts and ideas
Model answer
A great deal of government money is spent on space exploration.
Some people believe this is a mistake and that the money should be
spent on solving problems on Earth instead. Personally, I do not share
this point of view.
There are several criticisms raised about space programmes. Many
people see the launching of a rocket as simply a way for wealthy
countries to show their strength and power. Achieving something like
this costs billions of dollars and takes a great deal of time and energy.
As there is so much poverty and hunger here on Earth, this leads to
even more resentment. Thus, it is understandable that some would
see this as a waste of money.
Nevertheless, there are clear benefits from investing in space
programmes. Firstly, scientific studies of the moon and the planets
may provide information that can help us here on Earth. For example,
astronauts must travel long distances, and they must do this while
using as little energy as possible. This has already led to several
innovations and it is hoped we will see even more important ones
in the future, particularly related to battery power and renewable
energy. In addition, seeing Earth as part of the solar system can help
us to understand global issues, such as climate change. We can also
monitor what is happening in the universe around us and prepare
for any potential collisions with our planet. Clearly, all nations can
benefit in some way from this research.
In conclusion, although space research does require huge amounts of
money, it can be of benefit to all of us. Because of this, I completely
disagree with this statement and believe governments should
continue to fund such exploration.
Grammar focus task
1E 2A 3B 4C 5D
Unit 10
A: Context listening
2 The man visited Morocco, Turkey and India.
3 1 Morocco 2 historical buildings 3 Turkey 4 boat
5 local crafts 6 Turkish carpet 7 India 8 Museum
9 Indian silk 10 (more) remote 11 colourful 12 spiders
4 historical; beautiful; good; local; Turkish; Gujarati; great; Indian;
silk; remote; incredible; colourful; poisonous
C: Grammar exercises
1 3 tall old trees 4 interesting wild animals 5 blue and yellow
stripes 6 dark wooden floor 7 3 8 a beautiful ancient ruined
castle 9 3 10 narrow and winding (and is needed because the
adjectives come after the noun) 11 busy and noisy (and is needed
because the adjective comes after a verb) 12 happy childhood
memories (➢ B1)
2 impressively; slightly; steadily; sharply; steep (➢ B2)
2a impressive b impressively
3a dramatically b dramatic
4a steadily b steady
5a steeply; sharply b steep; sharp (➢ B1 and B2)
225
3 2 surprising – b 3 frightened – g 4 satisfying – e
5 interested – h 6 relaxing – d 7 exciting – a 8 tired – f (➢ B1)
4 2 work hard 3 often say 4 take action immediately
5 really important 6 act responsibly 7 can install easily
8 work well 9 safely inside 10 absolutely essential (➢ B2)
4 faster and fitter; less rapidly than; two minutes faster; less likely
than; weaker; less active than 1 sentence 1 (fitter, faster) sentence
4 (likely, younger) sentence 5 (weaker, active, younger) 2 sentence
2 (rapidly) sentence 3 (faster)
3 Faster is both an adjective and an adverb.
D: Test practice
Reading
C: Grammar exercises
Questions 1–8: multiple matching
Test tip: Read the questions (1–8) carefully to identify the kind of
information you need to find; simply scanning the text for a key word
is not enough. Remember the words in the questions will not always
match the words in the passage exactly.
1 A (and an outdoor theatre hosts dance and drama performances on
weekends) 2 B (displays rare specimens of animals, ores, and species of
insects ... shellfish, insects, butterflies and birds)
3 E (This is the sole museum in Korea dedicated to sports = the only
one) 4 C (Audio guides, touch screens, and video rooms all help to
bring the ancient world alive here) 5 D (this museum is located on the
former site of Kyonghee-gung palace) 6 A (Recently, a time capsule
containing 600 items representing the lifestyle of modern-day people
of Seoul was buried to celebrate the city’s 600th anniversary. In 2394,
it will be opened!) 7 C (housing art and archaeological relics from
Korean prehistory) 8 D (the museum offers art courses every Friday)
Questions 9–14: identification of writer’s views (True / False / Not
Given)
Test tip: True means the ideas or opinions in the statement match
the ideas or opinions in the passage. False means that the ideas or
opinions in the statement are incorrect and do not match the ideas
or opinions in the passage. Not Given means that these ideas are not
mentioned in the passage.
9 Not given (we know that a lot of people travel with a backpack but
there is no information about whether more backpacks are sold than
suitcases)
10 True (The average weekend hiker would only need half this much
carrying space.)
11 True (compared to a standard backpack, … you get much more
storage capacity)
12 False (everything gets mixed up inside, which is inconvenient if you
plan on combining hiking with fishing, for example, and need to carry
your fishing tackle along with everything else)
13 Not given (there is no information that allows us to compare the
size of the two backpacks)
14 False (the rolltop design, which … keeps the rain away from your
camera more effectively than those with zips do)
Grammar focus task
a intensity, b time, c frequency, d place, e manner
Unit 11
A: Context listening
3 1 T 2 F Runners aged 50 and over are actually speeding up more
rapidly than younger people. 3 F Women aged 60–68 running
the New York marathon run on average four minutes faster each
year. 4 F They are just as likely to achieve their peak fitness as
younger athletes. 5 T
1 2 the smallest 3 better (best) 4 more effective
5 the most exciting 6 braver 7 happier 8 most expensive 9 heavier
(➢ B1)
2 3 friendlier / more friendly 4 hotter 5 colder (and colder) 6 not
as good as 7 spicier 8 more delicious 9 the best 10 not as
expensive 11 earlier 12 more quickly
13 The longer 14 the faster (➢ B1 and B2)
3 2 most, 3 most, 4 least, 5 twice, 6 slightly, 7 fewer, 8 less,
9 youngest, 10 biggest (➢ B1, B3 and B4)
4 2 more silver medals than gold 3 3 4 the third high highest 5
fewer silver medals than gold medals 6 more good better than 7
as well as 8 more (much) lower 9 significantly more successful 10
two more gold medals that than 11 3 12 the worse worst (3 B1–
B4)
D: Test practice
Academic Writing Task 1
Test tip: Make sure you read all of the information provided very
carefully. Look at the statistical information you are given and choose
the most important features. Look for data which is the same or
similar and features which show important differences or changes.
Model answer
The chart shows the average number of hours each day that married
men and women in one country spent working, both inside and
outside of the home, in 2019. Overall, in both age groups shown, the
total number of hours worked by married women is greater than the
total number of hours worked by men, and the majority of unpaid
work at home is done by women.
When it comes to paid work, in this country, married men aged 25 to
44 spent only slightly more time working outside of the home than
those aged 45 to 64, (approximately 8 hours). However, this figure is
significantly higher than the number of hours of paid work that the
youngest married women did, at just over 5 hours.
For unpaid work inside the home, younger married men and women
did more work than their older counterparts. Nevertheless, in both
cases, women did almost double the number of hours of unpaid
work inside the home as men, at 4 to 5 hours per day compared to 2
to 3 respectively. Notably, women in the 25 to 44 age group worked
almost as many hours inside the home as outside, while married
men worked on average three times longer outside of the home than
inside. Although married women aged 45 to 64 worked fewer hours
in the home, they worked the greatest total number of hours per day
due to the extra hours of paid work that they did.
Grammar focus task
1 greater than 2 fewer; the greatest 3 slightly more; significantly
higher than 4 as many 5 three times longer
226
Key
Unit 12
A: Context listening
2 The study showed that there were more fish in areas with rubbish.
The team decided to put rubbish back into some areas of the
harbour.
3 1h 2c 3g 4f 5a 6e 7b 8d
4 noun + preposition: sea tulips with bright red bodies; the rubble
of the past; other possible sites with submerged rubbish
noun + past participle: the areas cleared of rubbish
noun + -ing: other debris lying on the sea floor
noun + to-infinitive: a decision to expand our study
C: Grammar exercises
1 2 of 3 in 4 of 5 for 6 of 7 to 8 on 9 in
10 with (➢ B1)
2 1 working; moving 2 buying; produced; grown
3 concerning; made; manufactured; resulting (➢ B2 and B3)
3 2 The number of people buying their own home is
increasing. 3 The proposal made by the education department
was rejected by the government. 4 We have computer software
to predict (for predicting) future earthquakes. 5 A new
dictionary containing more words than ever before is about to be
published. 6 My favourite novel is a story based on the author’s
own experience. (➢ B1–B3)
4 I recently had a wonderful holiday in Crete with my friends.
When we arrived, we saw a bus waiting to take us to our hotel.
The hotel was nice with good views of the sea. The location was
also very good with lots to do nearby. There are lots of Minoan
sites to visit. It’s a lovely island with beautiful beaches. We spent
our time sightseeing, lying on the beach and walking. Actually,
it was the walking that I liked best. We did one amazing walk
through the Samarian Gorge. It took all day, but was well worth
it. We saw a snake curled up on a rock. And lots of lizards and
birds. We got really hot and were very tired when we arrived at
the beach at the end of the long walk. It was great to see the sea
sparkling in the sun. We ran into the water to cool down. It was
the best holiday ever. (➢ B1–B3)
Questions 6–13: matching features
Test tip: Underline or highlight the key words in the Reading Passage
(e.g. IQ, EQ, practical intelligence). Carefully read the information
nearby and try to match the information in the passage to the ideas in
the questions (6–13). Remember the words in the questions will not
always match the words in the passage exactly.
6 C (most older adults contend that their ability to solve practical problems
increases over the years) 7 B (EQ includes the abilities to ... understand
and empathize with others) 8 C (practical intelligence is scored by answers
to real-life dilemmas) 9 A (IQ as a concept is more than 100 years old; the
text also tells us that the EQ and practical intelligence tests were devised
after the IQ test) 10 B (EQ includes the abilities … to curb impulses and
delay gratification) 11 B (EQ includes the abilities to ... regulate moods
and keep distress from swamping the ability to think) 12 C (in practical
intelligence tests – as in real life – there are several different solutions to
the problem) 13 A (Many people who are clearly successful in their place
of work do badly in standard IQ (academic intelligence … tests) In fact,
research has shown that IQ tests predict only between 4% and 25% of
success in life, such as job performance.)
Grammar focus task
1 record numbers of high school students; top grades in their
final exams; expert on intelligence; the existence of a totally new
variety 2 the only explanation offered; a study just published 3 the
basic skills to succeed
Unit 13
A: Context listening
2 The newspaper headline refers to a patient with amnesia that the
doctors are discussing.
3 1 F He couldn’t remember his personal details.
2 F He could have come from Yorkshire. 3 T 4 T
5 F Joe thinks he could have been married. 6 F He’s been able
to find his parents. 7 F She thinks that he must have hit his
head. 8 F She thinks he could make a total recovery.
4 Ability: could; couldn’t; be able to
Certainty and impossibility: will; must; can’t
Possibility: could; might
D: Test practice
Reading
C: Grammar exercises
Questions 1–5: multiple choice
Test tip: Read all the questions and options and underline or
highlight any important information or key words that you need to
find in the passage. Use the questions to locate the relevant part of
the Reading Passage. If you cannot find an answer, just move on to
the next one and come back to this one later.
1 D (the more paper qualifications you hold and the higher your
grades, the less able you are to cope with problems of everyday life and
the lower your score in practical intelligence) 2 C (Deficit refers back
to the final idea mentioned in paragraph 3: some high scorers failed
to achieve in real life what was predicted by their tests) 3 D (Instead
of asking what intelligence was and investigating whether it predicted
success in life, Professor Sternberg asked what distinguished people
who were thriving from those that were not.) 4 B (high achievers are
often unable to articulate or define what they know) 5 A (training new
or less capable employees to become more practically intelligent will
involve learning from the genuinely practically intelligent rather than
from training manuals or courses)
1 2 was able to / could (could is more natural) 3 managed to (could
is not used to talk about a specific occasion) 4 didn’t manage
to / couldn’t 5 can/ will be able to (can is being used to give
permission) 6 can (it sometimes happens)
7 managed to 8 will be able to / will manage to 9 was able to (➢
B1–B2)
2 2 a 3 a 4 b 5 b 6 a 7 b 8 b (we do not use could not for
possibility) (➢ B2–B3)
3 2 Their jobs at the temple may/might/could have provided 3 they
may/might/could have grown 4 She may/might/could have
been 5 she must have worried
6 she could not (cannot) have imagined (➢ B3)
4 Almost every family has a television these days, and many
children watch a whole range of programmes every day. Some
people believe that television is can be harmful to children, saying
that it influences may/can influence behaviour in a negative way.
There are a lot of programmes on television that are not
educational and that contain violence and bad language.
227
However, watching violence on television encourages can/may
encourage violent behaviour in children. This is may be true in
cases of children who have already exhibited violent tendencies,
but it isn’t can’t be true of all children, otherwise we would have
an epidemic of child crime. It is also argued that bad language on
television encourages can/may encourage the same in children.
Nevertheless, overall I believe that restricting children’s television
viewing to mainly educational programmes shown at a time of
day when there is no violence or bad language will overcome may
overcome any risks of television being a bad influence. (➢ B1–B4)
you really have to 6 have to; have to; should / must (➢ B1–B3)
3 3 must to encourage 4 3 5 also should should also
reduce 6 3 7 3 8 ought to try 9 must had to walk (past
tense) 10 should trying try 11 will must have to make / must
make 12 mustn’t don’t have to make / needn’t make / don’t need
to make (➢ B1–B4)
4 2 have to consider (ought to consider) 3 have to have
4 ought to work 5 don’t have to travel 6 ought to learn 7 mustn’t
shout 8 must always walk 9 ought to find out 10 do you have to
arrange 11 have to have 12 ought to organise (have to organise)
(➢ B1–B4)
D: Test practice
Listening
D: Test practice
General Training Reading Part 2
Questions 1–10: summary completion
Test tip: Read through the information in the summary carefully
before you listen and try to predict what type of information you
need to hear. Pay careful attention to the word limit and check your
spelling at the end.
1 kitchen
2 shells
3 sand
4 23
5 fuel
6 temperature/s
7 bacteria
8 steel
9 seawater
10 chemicals
Questions 1–7: flowchart
1 Line managers (Line managers should consider whether any
new post could be covered flexibly, for example, through two
employees working on a part-time basis)
2 Executive Director (who will seek approval from the Executive
Director
3 Human resources (An accurate job description is critical...Human
Resources will draft this document)
4 existing employees (Existing employees will also be offered
incentives to assist in the process.)
5 cover letter (we may consider the submission of a curriculum
vitae. In these instances, candidates must also submit a cover
letter)
6 recruitment agency (a recruitment agency will be used to manage
the initial phase of the interview process through telephone
interviews)
7 team meeting (When recruiting for senior positions, …candidates
will be reinterviewed and asked to participate in a team meeting)
Grammar focus task
1 can be found (ability) 2 could increase (possibility); can begin
(ability) 3 can only capture (ability); may not prove (possibility) 4
were able to make (ability) 5 could be (possibility) 6 may not be
(possibility); can work out (ability); could then exploit (ability); can
last (ability)
General Training Writing Task 1
Unit 14
A: Context listening
1 They discuss transport, language lessons, work permits and
accommodation.
3 1 ’ll need to allow 2 should try to use 3 ’ll have to learn
4 should always carry 5 ’ll need 6 have to get
7 mustn’t dress 8 needn’t buy 9 ought to take
4 strong obligation or necessity: mustn’t, have to, need
advice or suggestions: should, ought to
no obligation or necessity: needn’t
C: Grammar exercises
1 2 must not 3 have to (a fixed appointment = external
obligation) 4 didn’t need to go (I did not go) 5 must (formal
notice) 6 mustn’t (don’t have to = it is not necessary)
7 had to (past tense) 8 have to / must (must is more natural if this
is a written instruction) 9 ’ll have to 10 needn’t have worried (I
did worry) (➢ B1 & B2)
2 1 won’t have to / needn’t / don’t need to 2 has to / must / needs
to 3 Do you have to; didn’t have to; had to
4 didn’t have to / didn’t need to; will have to 5 mustn’t; have to; do
Dear Jane
Your mum has asked me to give you some advice about applying
for jobs. A lot depends on the type of job you would like, but there
are some general points you 1ought to bear in mind. Firstly, you
2should try to find out as much as you can about a company and its
application process before you apply. Second, when you apply, you
3must be sure to include everything they ask for. Some companies like
to have a CV and a cover letter. Others have their own online forms
that you 4have to use – it’s important to find all this out before you
start. In the past, companies used to ask for a photograph, but you
5needn’t do that now.
The reason all this is important is that it tells the company you’re
serious about working for them. You’d be surprised how many
applicants don’t fill in the right forms. Also, if you manage to get an
interview, you 6need to be able to answer any questions they ask about
why you chose this company, so the more you know the better.
Anyway, these are just a few points, it would be better to meet and
have a chat about it. Why don’t you and your mum come over for
dinner next week so we can chat about it some more? You 7won’t have
to bring anything – I’ll cook my famous pizzas!
See you soon,
228
Key
Grammar focus task
3 1 to do 2 to study 3 working 4 taking 5 cleaning
6 treat 7 handle 8 feeling 9 to do 10 bark; to be 11 to work
4 1 decide, choose, remember, tell, would like 2 start, prefer, not
mind, remember 3 let, make, hear
Remember can be followed by either the to-infinitive or -ing.
1 ought (advice) 2 should (advice) 3 must (obligation) 4 have
(obligation) 5 needn’t (no obligation) 6 need to (obligation)
7 won’t have to (no obligation)
Unit 15
C: Grammar exercises
A: Context listening
2 He mentions voluntary redundancy and good business sense.
3 1 ’ll be offering 2 hope 3 Are these cuts 4 hasn’t been
doing 5 has 6 are you saying 7 are not
8 decided to change
4 1 announced 2 hoped 3 asked 4 denied 5 said/claimed
6 claimed/said 7 assured 8 promised
5 Reporting verbs are used to indicate the way in which things were
said in Exercise 4. There are changes in tense, word order and
pronouns.
C: Grammar exercises
1 2 (that) I was doing it the following 3 (me) if I felt
4 that her classes had been 5 me (that) I’d made
6 (that) I was feeling 7 me not to 8 (that) I’d worked
9 (that) I thought I’d be 10 was doing (➢ B1, B3 and B4)
2 2 urge 3 reminded 4 complained 5 suggested
6 insisted 7 refused 8 apologised 9 advised
10 warned (➢ B2)
3 2 encouraged students to take out 3 did I want
if/whether I wanted 4 that they should to vote
5 making to make 6 promised to mark 7 going to go
8 were my hobbies my hobbies were 9 complained about the
quality 10 announced about the changes
11 to pay on paying 12 would I I would (➢ B2 & B4)
4 2 encouraged me to apply for the job. 3 refused to help
me. 4 agreed to go to the meeting. 5 denied causing (having
caused) the accident. / that he had caused the accident.
6 apologised for losing my application form. 7 asked why there
aren’t (weren’t) many poisonous snakes in Britain.
8 asked if (whether) I was going to the lecture the next day. / if I’m
going to the lecture tomorrow. 9 suggested (that) I have (had) a
day off. 10 persuaded Dan to go (come) to the theatre with her.
(➢ B1–B4)
D: Test practice
Listening
Questions 1–10:
1 C, 2 B, 3 B, 4 B, 5 H, 6 E, 7 B, 8 A, 9 I, 10 D
Grammar focus task
1 suggested 2 reminded 3 agreed 4 asked 5 argued, 6 offered
7 stated
Unit 16
A: Context listening
1 She wants to work in a zoo or a safari park.
2 1 She is doing a diploma course in animal management.
2 She enjoys feeding the animals most. 3 She has overcome a fear
of snakes.
1 2 to add 3 to have 4 to do 5 to finish 6 working / to
work 7 writing / to write 8 to complete 9 to get
10 to show 11 putting 12 to be 13 to email
14 to remember (➢ B1 and B3)
2 2 looking 3 to become 4 cleaning 5 falling
6 not to worry 7 to take 8 to renew 9 rising
10 to bring (➢ B3)
3 3 3 4 tried very hard to please 5 have made me feel
6 made me want 7 3 8 will stop making 9 3
10 don’t mind working 11 3 12 doesn’t force them to
teach 13 3 14 let their students decide (➢ B1–B4)
4 2 did not feel like waiting 3 finished (had finished)
talking 4 tried to find 5 failed to do 6 saw me standing
7 needed (had needed) to send 8 carried on looking
9 have bothered to write 10 started eating / to eat
11 considered leaving 12 expected him to get
13 hope to receive 14 advise you to give (➢ B1–B4)
D: Test practice
Reading
Questions 1–8: identification of information in the text (True /
False / Not Given)
Test tip: True means the ideas or opinions in the statement match
the ideas or opinions in the passage. False means that the ideas or
opinions in the statement are incorrect and do not match the ideas
or opinions in the passage. Not Given means that these ideas are not
mentioned in the passage.
1 False (such is their familiarity with big brands, and the colours and
logos that represent them, that they can register a brand they like with
barely any conscious thought process. The packaging of consumer
products is therefore a crucial vehicle for delivering the brand and the
product into our shopping baskets.)
2 False (understanding how consumers make decisions, and the crucial
role of packaging in this process, has been a neglected area of research so
far. This is surprising given that organisations invest huge amounts of
money in developing packaging that they believe is effective)
3 Not given (there is no information given about who came up with
this concept)
4 True (‘heuristic processing’, which involves very shallow thought
and is based on very simple rules: … 3) choose what a trusted source
suggests.)
5 Not given (we are told that these people take into account price and
quality but we are not given any information about which is more
important)
6 False (This form of thinking, which is both analytical and conscious,
involves much more mental effort.)
7 Not given (we are told that, for heuristic processing, ‘the simple
perceptual features of the pack may be critical – so that we can quickly
discriminate what we choose from the other products’ but there is no
mention of expensive packaging)
229
8 True (Under systematic processing, however, product-related
information may be more important, so the pack has to provide this in
an easily identifiable form)
Questions 9–13: summary completion
Test tip: Notice that the summary has a title; this helps you to locate the
part of the text being summarised. Read through the information in the
summary carefully and try to predict what type of information you need
to find in the passage. Pay careful attention to the word limit and make
sure you copy the words correctly.
9 tired (So, when are people likely to use heuristic and systematic
processing?.. people only engage in effort-demanding systematic
processing when the situation justifies it, for example when they are
not tired)
10 information (people have an upper limit to the amount of
information they can absorb. If we present too much, … This,…is likely
to lead them to disengage and choose something else.)
11 ingredients (people often lack the knowledge or experience needed,
so will not be able to deal with things they do not already understand,
such as the ingredients of food products)
12 ineffective (Furthermore, testing the effectiveness of packaging can
be ineffective if the methods employed concern one form of thinking
(e.g. a focus group involving analytical thinking) but consumers
are purchasing in the other mode (i.e. the heuristic, shallow form of
thinking).
13 distinctive (Sustaining a consumer’s commitment to a product may
involve packaging that is distinctive at the heuristic level but without
encouraging consumers to engage in systematic processing (prompting
deeper level thinking that would include making comparisons with
other products)
Grammar focus task
1 developing 2 looking at; thinking about 3 to be able to
4 to be able to 5 to be 6 thinking 7 making 8 to change; developing;
to challenge
Unit 17
A: Context listening
2 They talk about a car, travelling and investing the money.
3 1c 2h 3f 4a 5g 6b 7d 8e
4 provided that; unless; as long as
None of the sentences refer to events in the past.
C: Grammar exercises
1 2 e 3 b 4 d 5 f 6 h 7 a 8 g (➢ B1 and B2)
2 1 became; were (was); ’d hate 2 didn’t have; wouldn’t know; don’t
find (can’t find); ’ll find; will save; do 3 will surprise; are used
to 4 kept; ’d take; don’t have; ’ll have to (➢ B2 and B3)
3 2 don’t have 3 3 4 will probably 5 start 6 have
7 isn’t 8 3 9 wouldn’t be able 10 3 11 met
12 might not happen (may not happen) 13 need 14 help
(➢ B1–B3)
4 2 As long as 3 unless 4 unless 5 in case 6 as long as 7 Provided
that 8 When 9 if 10 unless (➢ B4)
D: Test practice
Reading
Test tip: Scan the passage for relevant information, and then check that
it matches the question exactly (e.g. for question 1 you need to find a
list of countries or places, not just one). Remember that the words in
the passage may paraphrase the words in the questions.
1 E (from South America and the Caribbean to West Africa, east Asia,
and New Guinea and Vanuatu in the Pacific) 2 H (One such disease,
witches broom, devastated the cacao plantations in the Bahia region
of Brazil) 3 C (which they frothed up with water and spices to make
bracing concoctions) 4 D (This is both good news and bad because,
although farmers are producing record numbers of cacao beans, this is
not enough, some researchers worry, to keep pace with global demand.
Cacao is also facing some alarming problems.)
5 F (groves like this may produce annual yields of 50 to 60 pods per
tree for 25 to 30 years) 6 C (In 1753, the Swedish botanist Carolus
Linnaeus gave the cacao tree genus the name Theobroma)
Questions 7–9: multiple choice
Test tip: Read all the questions and options and underline or
highlight any important information or key words that you need to
find in the passage. Use the questions to locate the relevant part of
the reading passage. If you cannot find an answer, just move on to the
next one and come back to this one later.
7 C (its sweet white buds hang from the trunk and along a few fat
branches) 8 B (using temporary plantings of banana to shade the
cacao while it’s young) 9 A (In the United States, for example,
imported cacao is the linchpin of an $8.6 billion domestic chocolate
industry that in turn supports the nation’s dairy and nut industries)
Questions 10–13: notes completion
Test tip: Read through the notes carefully and try to predict what
type of information you need to find in the passage (e.g. for question
12 you need to identify a farming method). Pay careful attention to
the word limit and make sure you copy the words correctly.
10 resistant (to help cacao farmers address the problem of disease
by developing plants that are resistant to pests and pathogens)
11 middlemen (Another problem is that farmers who grow cacao
typically get a pittance for their beans. Most are at the mercy of local
middlemen, these people need to be removed from the process.)
12 sustainable (ensure that sustainable farming practices are
used) 13 profits (farmers who grow cacao typically get a pittance
for their beans ... They also need to empower the farmers by
guaranteeing them a better share of the profits reaped by the rest of the
chocolate business)
Grammar focus task
1 scoop 2 let 3 dry 4 roast 5 happens 6 become
7 grind 8 press 9 will obtain
Unit 18
A: Context listening
1 Simon regrets buying a new car because it has cost him a lot of
money.
2 1F 2T 3T 4F 5F
3 1 ’d bought; wouldn’t have needed 2 wouldn’t be; hadn’t almost
doubled 3 ’d waited; ’d have managed 4 ’d listened; would have
happened 5 ’d taken; ’d own
4 1 past perfect; past time 2 sentences 1, 3 and 4; would have + past
participle 3 sentences 2 and 5; would + infinitive without to
Questions 1–6: locating information
230
Key
C: Grammar exercises
1 2 would (might) have got 3 would (might) have received 4 ’d
made 5 would (might) have been 6 ’d planned
7 ’d prepared 8 would (might) have restricted 9 ’d started
10 wouldn’t have been 11 hadn’t left 12 would (might) have been
able to 13 ’d come 14 would (could) have helped (➢ B1)
2 2 had been any germs 3 wouldn’t have abandoned his
research 4 hadn’t seen Fleming’s research papers 5 hadn’t worked
with RAF 6 wouldn’t have decided
7 wouldn’t have failed 8 hadn’t opposed (➢ B1)
3 2 would you done would you have done 3 am starting would be
starting 4 would have kept had kept
5 didn’t have hadn’t had 6 was very excited ’d be very excited
7 might make might have made 8 will be would be
9 didn’t make wouldn’t have made 10 didn’t go hadn’t gone (➢ B1
and B2)
4 2 wish you’d asked 3 wish I hadn’t chosen; should have
chosen 4 wish I’d studied 5 wish he’d stop 6 should have
let 7 wish I had 8 wish it would stop 9 wish I hadn’t
done 10 shouldn’t have told (➢ B3 and B4)
D: Test practice
Reading
a sixth digit, a prehensile elongated wrist bone called the radial sesamoid.
They use this ‘false thumb’ to roll bamboo leaves into fat, cigar- shaped
wads – NB this is a ‘false’ thumb, not an extra thumb, so ‘thumb’ is
incorrect here)
Questions 10–13 summary completion with a box of answers.
Test tip: the words in box will usually paraphrase the information in
the passage. Use the title to find the part of the passage you need to read,
then think about the overall meaning to help you choose the correct
answer.
10 B avoid (the contrasting coat may help prevent close encounters with
other pandas)
11 H warn (In pandas, a stare is a threat,’)
12 D increase (The eye patches enlarge the panda’s small, dark eyes
tenfold, making the stare more powerful)
13 C hide (To show lack of aggressive intent, a panda will avert its head,
cover its eye patches with its paws or conceal its face)
Grammar focus task
1 had seen; might/may not have classified 2 had not dissected;
might/would not have thought 3 did not resemble; might/would not
have been 4 had not contradicted; might/could/would have been
Unit 19
Questions 1–5: identification of information in the text (True /
False / Not Given)
Test tip: True means the ideas or opinions in the statement match
the ideas or opinions in the passage. False means that the ideas or
opinions in the statement are incorrect and do not match the ideas
or opinions in the passage. Not Given means that these ideas are not
mentioned in the passage.
1 False (In 1869, French Jesuit missionary Pere David first described
the giant panda …he classified it as a bear. However, the following year,
zoologist Alphonse Milne Edwards dissected the first specimen and
concluded that it had more in common with the red panda)
2 True (The first investigations linked the giant panda with bears)
3 Not given (we are not given any information about the results of
the two tests, we only know that they did not conclude that the giant
panda was a bear (and all except two placed the panda in the bear
family)
4 True (the spectacled bear of South America has been confirmed as its
closest living relative).
5 False (the panda is our oldest living bear, followed by the
spectacled bear. Both are survivors of an ancient lineage dating
back 18 million years)
A: Context listening
2 She is worried about: finding maths difficult, being unprepared to
teach, controlling the class and pupils being rude to her.
3 1 interested in 2 share 3 with 4 impressed by
5 learning about 6 warned 7 about 8 good at
9 experience of 10 worried about 11 shout at
4 1 warn; learn 2 worried 3 good 4 shout
5 interested 6 experience 7 share 8 impressed
C: Grammar exercises
1 2 A 3 C 4 C 5 B 6 B 7 A 8 B (➢ B1 & B2)
2 2 amongst between 3 about for 4 3 5 to at 6 to for 7 about of
8 in by 9 at with 10 3 11 in on
12 in at (➢ B1, B3 & B4)
3 2 bad for 3 effect on 4 depend on (rely on)
5 obsessed with 6 true for 7 worried about
8 choose between/from 9 rely on (depend on) (➢ B1–B3)
4 2 for 3 by 4 for 5 about 6 for/of 7 for 8 at 9 of 10 with
11 by 12 of 13 for 14 of (➢ B1–B4)
Questions 6–9: sentence completion
Test tip: First identify the type of information you need to find (e.g.
for question 6 you need to find out what most spectacled bears eat). It
may help to turn the sentences into questions (e.g. What does a giant
panda use to help it eat?) Make sure you stick to the word limit.
6 bromeliads (For most spectacled bears, however, bromeliads, which are a
type of tropical plant with fleshy leaves, are their main food source)
7 carnivores (The giant panda’s diet is famously dull, with bamboo
representing 99% of its intake. This is rather strange given that its
physiology is typical of carnivores)
8 hibernate (Unable to store fat effectively, it continues eating in the
bitterly cold winter, at a time when many other bears hibernate)
9 digit / bone (With such a specialised diet, the giant panda has evolved
D: Test practice
Listening
Questions 1–4: multiple choice
Test tip: Read all the questions carefully before you listen. Underline or
highlight any key information or words that you need to listen for (e.g.
How far away is the closest big town to Greenville?) Use the questions
to help you find your way through the listening text. If you miss an
answer, just move on to the next one.
1 C, 2 A, 3 B, 4 C, 5 & 6: C, E; 7 & 8: A, D; 9 & 10: B, E
Grammar focus task
1 on, 2 of, 3, to; to 4 for, 5 with, 6 from, 7 to; about, 8 for, 9 at, 10
from, 11 about, 12 about, 13 by, 14 with, 15 for
231
Unit 20
5 B (Recognised as the type of fatty acid most able to protect against heart
disease, it is in everybody’s best interest that Australia has a competitive
and healthy sunflower industry)
6 E (the research team discovered that its approach did not cater for wind
speed, which could not be controlled as an experimental variable. The
team therefore needed a technique to measure temperature continuously
that would allow it to examine the effects of this and other variables. They
needed a robot.)
7 G (After seven years of research and development, the first crop of high
TE sunflowers bred through the project were passed on to seed companies
to be incorporated into commercial sunflower varieties.)
A: Context listening
2 The problems mentioned are: the ladder left out, the letters in the
letterbox, the open window, overhanging branches.
3 1 where there are 2 that could become 3 that can check 4 which
have 5 who can collect
4 1 Where refers to a place. 2 That and who are used to refer to
people. 3 That and which are used to refer to things.
C: Grammar exercises
1 2 who/that; e 3 which/that; i 4 where; a 5 when/that; f 6 who/
that; c 7 who/that; g 8 why; j 9 whose; h
10 whose; b The relative pronoun can be left out in sentences 6
and 8 (➢ B1 & B2)
2 2 Some students take a year out before university, which allows
them to work or travel. 3 The Guggenheim Museum, which is
in Bilbao, only displays contemporary art. / The Guggenheim
Museum, which only displays contemporary art, is in Bilbao. 4 My
English teacher, whose lectures are very interesting, is
leaving. 5 The lecture, which was about current economic policy,
was not very easy to understand. / The lecture, which was not very
easy to understand, was about current economic policy. 6 My
parents arrived in New York in 1951, where they stayed for the rest
of their lives. 7 I gave my assignment to the faculty secretary, who
was not very friendly. (➢ B3)
3 2 which I saw them advertised 3 exhausting, that which is
not 4 the lecture which you gave it on Wednesday
5 It’s the one which in you have written your lecture notes in.
6 today’s newspaper, which has 7 those bread rolls what (which/
that) we had 8 a person who whose life is full
(➢ B1–B4)
4 2 which/that; i 3 which/that; e 4 which; h
5 which/that; c 6 where; b 7 which/that; f 8 which; a 9 which/
that; d (➢ B1–B4)
Questions 8–13
Test tip: For flowchart completion tasks, the questions may not be in
the same order as the information in the passage. Look carefully at the
title and decide which part of the passage will contain the information
you need. Remember to stick to the word limit, and hyphenated words
count as one word.
8 soil (The sunflower canopy had to be complete, with no visible soil)
9 eight (Ultimately, eight different varieties of sunflowers were planted)
10 hand-held (Initially, this was done with hand-held thermometers)
11 wind (The team therefore needed a technique to measure temperature
continuously that would allow it to examine the effects of wind and other
variables. They needed a robot)
12 rotated (180°) (they were rotated 180° at the beginning of each run)
13 garage (It had a garage on the track, where it would stay until the light
intensity was high enough to give useful results, and if the skies darkened
due to rain, heavy cloud cover or sunset, the robot would make its way
back there.)
Grammar focus task
D: Test practice
Reading
Questions 1–13: locating information
Test tip: Scan the passage for relevant information, and then check
that it matches the question exactly (e.g. for question 2 you need to
find a mention of two processes used by plants). Remember that the
words in the passage may paraphrase the words in the questions.
1 E (The sunflower canopy had to be complete, with no visible soil, so that
the thermometers would only measure the temperature of the plants and
not the surrounding environment.)
2 C (All plants undergo photosynthesis to produce energy in the form of
sugar, which involves allowing carbon dioxide to enter the leaves through
pores called stomata. Transpiration is the mechanism by which plants lose
water through their leaves.)
3 H (This was not the first time such methods have been used to determine
drought-resistance in plants. The team and their robot had already made
a major breakthrough in the Australian wheat industry with Drysdale
Wheat)
4 D (Therefore, by measuring the temperature of the leaves, scientists can
determine how much water is being lost through transpiration.)
1 defining relative clause; that refers to ‘flowers’ and acts as the
subject of ‘use’, 2 non-defining relative clause; which refers to ‘wind
speed’ and acts as the subject of ‘could not be controlled’,
3 non-defining relative clause; where refers to ‘a garage’ and acts as
the object of ‘would stay’ 4 defining relative clause; who refers to ‘an
agronomist’ and acts as the subject of ‘could grow’
5 non-defining relative clause; which refers to ‘Drysdale Wheat’ and
acts as the subject of ‘signalled’
Unit 21
A: Context listening
3 1 I live 2 do you do 3 I always do; I go; they always put; it
costs 4 I always do; I work; there are 5 I did try; I didn’t like; Can
I ask; You can’t
4 In the conversation the subjects are mostly personal pronouns: I,
you
In the written report the subjects are mostly noun phrases: These
supermarkets; the people who were interviewed; the respondents.
C: Grammar exercises
1 2 the government needs is a lot more loyal supporters
3 we want is action 4 I don’t enjoy is watching TV
5 is the bride who is the most important person at a wedding 6 is
the causes of poverty (that) governments should be dealing with,
not the results of it 7 was when I was ill in hospital as a child that
I first decided to study medicine
8 is your family that suffer the most (➢ B4)
232
Key
2 1 F, 2 G, 3 B, 4 A, 5 C, 6 E, 7 D
3 2 This rise 3 Many countries 4 a solar roof 5 A one kilowatt
solar panel 6 Solar panels, solar water heaters and wind
generators 7 they 8 These renewable energy systems
9 the government (➢ B1, B3 and B5)
4 2 children need to experience 3 these foods tend not
4 It is often the lack of experience of eating different kinds
of foods that 5 experiencing a wider variety of foods can
therefore lead 6 Firstly, to provide support and help to parents is
important. Firstly, it is important to provide support and help to
parents. 7 No child would feel ashamed or embarrassed by the
contents of their lunch boxes with this system. This system would
ensure that no child felt ashamed or embarrassed by the contents
of their lunch boxes. 8 Eating a healthy diet healthily (➢ B1–B4)
probably only have encouraged children to become more competitive
rather than violent. However, we can assume that there was also
crime and violence going on in real life at the time. Therefore, it
seems likely that children’s games are not connected to real violence.
Unit 22
A: Context listening
D: Test practice
Academic Writing Task 2
Test tip: Make sure that you read all parts of the question carefully
and address each point made. Organise your thoughts and ideas
well. Do not try to memorise essays. Make sure you have at least 40
minutes to spend on this task and try to leave time at the end to check
your spelling.
Model answer
Nowadays, many children regularly play video games. Over time,
these have become more violent, and there has also been a rise in
crime and violence in real life. Some people believe that these two
ideas are connected. While I do believe violence in games should be
limited, I do not believe there is a causal link.
The games children play nowadays are very different to those of 30 or
50 years ago. Before there were computers in the home, children
would have played popular board games such as Monopoly or chess,
or even card games. They are also more likely to have played outdoors
or been involved in some type of sport. Such activities would probably
only have encouraged children to become more competitive rather
than violent. However, we can assume that there was also crime and
violence going on in real life at the time. Therefore, it seems likely that
children’s games are not connected to real violence.
In reality, throughout history, children have always played fighting
games with toy weapons. Even now many parents will buy a toy gun
or sword for their child. Yet we never read reports in the media about
the impact plastic weapons could have on children or society. This
again suggests that the link between play fighting and actual fighting
is not very strong. Having said this, if we want children to grow into
peace-loving adults, who can show empathy and kindness to others,
then encouraging fighting of any kind is probably not the best way to
achieve this.
In conclusion, just as playing at soldiers did not increase violence in
the past, I completely disagree that playing computer games leads to
an increase in violence or crime in real life. In my view, it is far more
likely that other societal changes are to blame.
1 1f 2d 3a 4b 5g 6h 7e 8c
2 1 They need to go to the library, fill in a form and have their
photo taken. 2 It is a group which represents students’ views
to the university. 3 It is responsible for extra facilities around
the campus that are not related to study, e.g. restaurants,
entertainment and sports facilities.
3 1 Do they process; are processed 2 does the university run; is
run 3 do you choose; is chosen
4 They become the subject of the passive verb.
C: Grammar exercises
1 2 are peeled 3 are soaked 4 are put 5 are sliced
6 are rinsed 7 are fried 8 are removed 9 are then left 10 are
added 11 be distributed 12 sold (➢ B1 and B2)
2 2 has changed has been changed 3 might have been happened
might have happened 4 have given have been given 5 have
been benefited have benefited 6 have been suggested have
suggested 7 are continued continue 8 are being become are
becoming 9 feels is felt 10 have been come have come 11 has
affected has been affected 12 will use will be used (➢ B1–B3)
3 2 are (were) placed 3 was believed 4 have been allowed
5 is being serviced 6 will be opened 7 is expected
8 is made 9 claims 10 are known 11 encouraging (to be
encouraged) 12 to take (➢ B1–B4)
4 2 be absorbed 3 affects 4 continues 5 are used 6 to use
7 are being built 8 is said 9 to decide 10 tackling
11 have been passed 12 allows 13 are forced 14 know
15 will be used 16 have their cars checked (➢ B1–B5)
D: Test practice
Academic Writing Task 1
Test tip: Study the diagram carefully to identify all of the key stages
and make sure that you don’t miss any important information out of
your description. You may need to change the words on the diagram
(e.g. to change verbs to nouns) to make them fit grammatically into
your sentences.
Grammar focus task
The new information is underlined.
The games children play nowadays are very different to those of 30
or 50 years ago. Before there were computers in the home, children
would have played popular board games such as Monopoly or chess,
or even card games. They are also more likely to have played outdoors
or been involved in some type of sport. Such activities would
Model answer
The diagram shows how fresh fruit is canned. This is a process that
is mainly automated but still relies on humans at several stages. First,
the fruit is picked from the fruit trees by hand. The fruit is then
transported to the cannery in large trucks. At the cannery, the fruit
is washed and quality checked. The fruit of the right quality is put
into cold storage where it is kept at a temperature of 0°. When it is
ready for canning, the fruit is weighed and graded. After this, the
fruit is peeled and any cores are removed. It is then sliced up into
smaller pieces and put into cans. Once the cans have been filled,
they are sealed and cooked over heat to ensure that the cans are
sterilized. When the cans are cool, a label is attached and they are
placed into storage. The canned fruit is now ready to be despatched
to supermarkets and sold.
233
Grammar focus task
certain brain functions such as perception and reaction time do indeed
take longer, that slowing down does not necessarily undermine mental
sharpness. Indeed, evidence shows that older people are just as mentally
fit as younger people because their brains compensate for some kinds of
declines in creative ways that young minds do not exploit.) 3 C (In the end,
if ‘better’ is defined as completing a clean paragraph, both people may end
up taking the same amount of time.) 4 A (subjects were told to look at
a screen, wait for an arrow that pointed in a certain direction to appear,
and then use a mouse to click on the arrow as soon as it appeared on the
screen. The other arrows were used to distract the subjects.)
1 The fruit is picked from the fruit trees by hand.
2 The fruit of the right quality is put into cold storage where it is kept
at a temperature of 0°
3 The fruit is peeled and any cores are removed.
4 The fruit is then sliced up into smaller pieces and put into cans
Unit 23
A: Context listening
1 1c 2g 3a 4i 5d 6e 7h 8f 9b
2 1F 2T 3T 4T 5F 6F 7F 8F
3 1 in spite of 2 Despite 3 however 4 Firstly
5 Secondly 6 Finally 7 although 8 To sum up
4 1 in spite of; however; despite; although
2 firstly; secondly; finally 3 to sum up
C: Grammar exercises
1 2 b 3 b 4 b (result) 5 a 6 b (contrasting idea)
7 a (contrasting idea) 8 a (restates the previous idea)
9 a (contrasting idea) 10 b (reason) 11 a 12 b (reason)
(➢ B1 and B2)
2 2 Firstly (the first idea in a list) 3 Furthermore (adds to the
previous idea) 4 therefore (this idea is a result of the previous
one) 5 Thirdly (introduces a third important point) 6 Although
(introduces a contrasting idea: despite cannot be followed by a
subject + verb) 7 In addition (adds further information) 8 as a
result (this idea is the result of the previous one) 9 Nevertheless
(gives contrasting information) (➢ B1 and B2)
3 2 For example 3 Firstly 4 Similarly 5 However
6 but; because 7 As a result (➢ B1 and B2)
4 2 I had to cancel all of my afternoon appointments because the
head of my department called an emergency meeting.
3 Fewer people are going to the cinema these days due to the fact
that it is now much cheaper to watch a film online.
4 Petrol prices increased last month. As a result, the cost of basic
foods has risen. 5 There are over 30 girls on this course but the
boys still outnumber the girls by two to one. 6 There are some
advantages to the pace of modern life. However, it also has its
disadvantages. 7 In spite of the fact that the number of red deer
in the wild increased slightly in the 1980s, it (the increase) was
not sufficient to take them off the endangered species list. / In
spite of the slight increase in the number of red deer in the wild in
the 1980s, this was not sufficient to take them off the endangered
species list. / Red deer were not taken off the endangered species
list in spite of the fact that their numbers in the wild increased
slightly in the 1980s. (➢ B1 and B2)
D: Test practice
Reading
Questions 1–4: multiple choice
Test tip: Read all the questions and options and underline or
highlight any important information or key words that you need to
find in the passage. Use the questions to locate the relevant part of the
Reading Passage. If you cannot find an answer, just move on to the
next one and come back to this one later.
1 B (In that moment, Rita and Jake stumbled across an interesting set of
differences between older and younger minds.) 2 C (However, although
Questions 5–8: sentence completion
Test tip: Sentence completion with a box of possible answers is similar
to matching questions. Scan the passage for the key names or words in
the questions and underline or highlight them. Then carefully read the
information close to those words and try to match it to the ideas in the
options (A–F). Remember there are more options than you need to use.
Some of the extra options may not be mentioned at all, or may be the
opposite of the information in the passage.
5 E (Popular psychology says that as people age their brains ‘slow
down’.) 6 C (scientists at the University of Michigan, for example,
have demonstrated that ... seniors exploit the left and right side of
the brain more extensively than men and women who are decades
younger) 7 B (Michael Falkenstein ... found that when elders were
presented with new computer exercises they paused longer before
reacting and took longer to complete the tasks, yet they made 50%
fewer errors) 8 D (Neurologists at Northwest University came to this
conclusion after analysing 50 people ... Darren Gleitman, who headed
the study, concluded that older brains solved the problems just as
effectively but by different means.)
Questions 9–13: summary completion
Test tip: Read through the information in the summary carefully
and try to predict what type of information you need to find in the
passage. Pay careful attention to the word limit and make sure you
copy the words correctly.
9 reaction (However, although certain brain functions such as
perception and reaction time do indeed take longer.) 10 memories
(As adults advance in age, the perception of sights, sounds and smells
takes a bit longer, and … The ability to retrieve memories also quickly
slides) 11 concentrate (and it is sometimes harder to concentrate) 12
experience (On the other hand, the ageing brain can create significant
benefits by tapping into its extensive hoard of accumulated knowledge
and experience.) 13 deliberate (yet they made 50% fewer errors,
probably because of their more deliberate pace.)
Grammar focus task
1e 2g 3b 4c 5f 6a 7d
Unit 24
A: Context listening
1 The topic is whether children should be educated at home or
at school.
2 1T 2F 3T 4F 5T 6F
3 1 fortunately; I can see; I think 2 unfortunately; I can see;
certainly; I do think; interestingly; Perhaps
4 1 see; think 2 fortunately; unfortunately; interestingly
3 certainly; perhaps
234
Key
C: Grammar exercises
1 2 Personally, 3 presumably 4 perhaps 5 Overall,
6 probably 7 Surprisingly, 8 Unfortunately (➢ B2)
2 2 Apparently, the start of the course has been delayed because
the tutor is ill. / The start of the course has been delayed because,
apparently, the tutor is ill. / The start of the course has been
delayed because the tutor is ill, apparently. 3 I definitely want to
go to university when I leave school.
4 I was late for the exam because my bus didn’t come, but luckily
the exam hadn’t started on time so I only missed a few minutes.
/ I was late for the exam because my bus didn’t come, but the
exam hadn’t started on time, so luckily I only missed a few
minutes. 5 Unfortunately, the university has decided to close the
music department. / The university has decided to close the music
department, unfortunately. / The university has unfortunately
decided to close the music department. 6 Perhaps it is time to
reorganise our company structure. 7 On the whole, my tutor
was impressed with the effort I had put into my assignment, but
suggested a few changes. / My tutor was impressed with the effort
I had put into my assignment on the whole, but suggested a few
changes. 8 It is probably true that people are living longer today
than in the past. (➢ B2)
3 2 Frankly, 3 Surprisingly, 4 Unfortunately,
5 On the whole, 6 Evidently 7 Possibly, 8 Actually,
(➢ B2)
4 There are many reasons why people follow a vegetarian diet.
Firstly, it is because they believe that it is wrong to kill animals.
This may be is due to religious beliefs, or it could be is their own
personal philosophy.
It is possible that another motivation for stopping eating meat is
health. According to research, the high fibre content of a vegetarian
diet seems to reduces the likelihood of suffering from some bowel
problems and heart disease. In addition, fewer vegetarians than meateaters are overweight. A further advantage is that a vegetarian diet
can be is cheaper than eating meat.
Nevertheless, it is clear that there are some disadvantages.
Vegetarians can lack a lot of the vitamins and minerals that are
present in meat, such as iron or vitamin B12, or calcium if you do
not include dairy products in your diet. There is also the social
problem of not being able to eat food available at parties and
restaurants.
Overall, however, in terms of health a vegetarian is more likely
to be healthy than a non-vegetarian and personally I feel that the
advantages outweigh the disadvantages. (➢ B1–B4)
D: Test practice
Academic Writing Task 2
Test tip: Make sure that you read all parts of the question carefully
and address each point made. Organise your thoughts and ideas
well. Do not try to memorise essays. Make sure you have at least 40
minutes to spend on this task and try to leave time at the end to check
your spelling.
Model answer
Nowadays, modern technology plays an important role in the
classroom. This has definitely changed the way that we study and, in
my view, has had both benefits and drawbacks.
There are several benefits to using technology when studying. Many
students no longer have to copy notes by hand from the blackboard;
instead the teacher can simply send the notes as a file. The teacher
can also use an interactive whiteboard that gives instant access to
the internet. For students too there are benefits. Rather than writing
in messy ink and pen, they now present a typed-up copy of their
assignments. Their computer even checks their spelling as they go,
and doing research online is certainly much faster than searching for
books in a library. Therefore, technology could be said to have made
study faster and more accurate.
Nevertheless, these benefits have come at a cost. Firstly, in my
opinion, handwriting and spelling have definitely deteriorated
in recent years. Thanks to mobile phones and text messaging,
where speed and conciseness are more important than spelling
or grammar, many students now take a similar approach in their
written assignments. Furthermore, some people believe that
modern technology now does so much of our thinking for us that,
unfortunately, we are losing our ability to think for ourselves. When
students can find a quick answer by searching online, they become
less used to thinking critically about the sources they are using, which
is a problem when it comes to educational outcomes.
In conclusion, although there are clear benefits to using technology,
there are also some alarming drawbacks. At the moment, I do not
believe that these outweigh the benefits, but I would argue that we
need to be very careful to ensure that this is not the case in the future.
Grammar focus task
1 Definitely; in my opinion / in my view, 2 certainly,
3 in my view / in my opinion, 4 unfortunately, 5 argue
Unit 25
A: Context listening
2 She experienced itching, pain, swelling and redness.
3 1 She had a very bad reaction and had to go to hospital.
2 On her foot. 3 It hurt. / It was very painful. 4 It went red and
swelled up. 5 Her foot itched, it was difficult for her to breathe
and she kept coughing.
4 1 burning pain 2 itching 3 swelling
4 breathing difficulties; a dry cough
5 1 The verbs are changed to nouns. 2 be, become (non-action verbs)
C: Grammar exercises
1 2 study; studies; student 3 findings; find 4 response;
respondent 5 measurement; measure 6 earnings; earner
7 advertisement; advertiser; advertising 8 examination;
examiner 9 suggestion 10 creation; creator; creativity (➢ B1)
2 2 strength 3 depth 4 beauty 5 clarity 6 interest
7 difficulty 8 caution 9 significance 10 violence
11 controversy 12 confusion (➢ B1)
3 2 there are some quite significant differences 3 the largest
proportion of expenditure was 4 food expenditure 5 the total
household budget 6 There has been a notable increase in
7 a significant rise in the proportion of money spent on clothing
8 the proportion of fuel and lighting expenditure was roughly the
same. (➢ B1 and B2)
4 2 Spending (expenditure); increase; influence 3 failure; illness
4 diet; reduction 5 Use; risk; loss 6 Contentment; success;
communication 7 Developments; construction 8 difficulty
(➢ B1 and B2)
235
D: Test practice
Academic Writing Task 1
Test tip: Spend time studying the information first. The title given may
help you with your first sentence, but try to use different words and
don’t just copy words from the question paper. Try to identify key areas
in the data (e.g. where the data changes considerably or where there
is no change over a period of time). Do not miss out any important
details in your description and make sure you stick to the time limit so
that you leave enough time to answer Task 2.
Model answer
The graph shows the fluctuations in the number of birds of different
species in one country between 1975 and 2020. Overall, the coastal
species have generally increased over this period while all other species
have declined.
There appears to have been relative stability in the total number of wild
birds over this period, although the total fluctuated from the late 70s to
the early 90s. Since the mid-90s there has been some improvement and,
by 2020, there were almost as many birds overall as in 1975. However,
looking more closely at the data shows that this does not apply to all
species.
After briefly climbing from 110 thousand birds in 1975, the 19 species
of farmland birds experienced a severe decline, falling to approximately
65,000 in the early 1990s. Although the numbers briefly recovered
between 1995 and around 1997, they fell almost every year until 2020
and remained at around 55,000 in 2020, by far the lowest numbers
overall. The 33 species of woodland birds followed a similar pattern,
although they only fell to 90,000 overall.
In contrast, coastal bird species, which were similar in number to
farmland species in 1975, rose almost continuously over this period
with only small fluctuations in numbers. Although there was a slight
drop just before 2020, the final total for this period was 135,000, far
outnumbering the other species.
Grammar focus task
1 relative stability; some improvement; 2 a severe decline,
3 a slight drop
236
Recording scripts
Recording
1a
A Context
Listening
Actually, I joined
the local football team when
A Context
Listening
I was at school and I still play once a month
Pete:
Interviewer: Excuse me. I’m conducting a survey on how
people spend their free time. Do you mind if I
ask you a few questions?
Pete:
Oh, er, OK. I’m just waiting for my friends
– they’re always late, so I should have a few
minutes!
Interviewer: Right, now, can I have your name?
Pete:
It’s Peter, Peter Harley – H A R L E Y.
Interviewer: And do you work or are you a student, Peter?
Pete:
Well, both actually. I’m studying really hard
for my exams this month – I’m doing maths at
university – but I also help my parents out. They
own a restaurant and I work there as a waiter
in the evenings, so I don’t get a lot of free time
during the week.
Interviewer: It sounds as if you’re very busy.
Pete:
Yes, I am, and my mum’s always saying I don’t
help enough in the restaurant! But I do manage
to find some free time most days.
Interviewer: Great. Now, can you have a look at this list and
tell me whether you do any of these things and if
so, how often?
Pete:
Sure. OK, well, I love music and I’m learning to
play the piano. I get up really early and practise
for an hour or so just about every day. I also play
the guitar in a band with some other friends.
We used to practise together at least three times
a week but these days we only manage to meet
about once every two weeks.
Interviewer: What about the next thing on the list: computer
games? I assume you’re too busy to play them.
Pete:
Well, I used to play them all the time but now
I’m too busy studying and I don’t miss them at
all!
Interviewer: And what other technology do you use to stay
connected?
Pete:
Oh, well, I use my computer for uni work stuff
and emails, but I use my phone all the time, for
example, to stay in touch with friends via social
media, or to look things up, read the news,
you know. It’s great that I can share photos
and videos and even see what friends in other
countries are up to, like my cousin who is living
in Thailand at the moment and keeps posting
great pictures from his travels and is clearly
having a great time!
Interviewer: Yes, social media is making it so much easier
for people to stay in touch. OK, now how about
team sport?
provided I can get to training. I much prefer
playing football to watching it on TV, though
I do occasionally watch a match if there’s a big
final or something.
Interviewer: What about going to watch live matches?
Pete:
I’d love to be able to afford to go every week
because I support my local team, but students
don’t generally have much money, you know!
I can’t remember the last time I went to a live
match. Oh, sorry, I can see my friends – I have
to go now.
Interviewer: Thank you for your time.
Recording 1b
Man:Westwood Sports Centre, can I help you?
Woman:Oh, hello, I’ve recently moved to Westwood and
I’m keen to find a new gym.
Man:Welcome to the area! I am sure we can help; we’re
always looking for new members.
Woman:Great! I actually have an old leaflet of yours here,
but can you tell me a bit more about your centre?
It says here you’ve got a pool, is that right?
Man:Yes, we’ve got some great facilities, including an
Olympic-sized pool, so great for swimming, and
we do fitness classes in the pool too, they’re really
popular.
Woman: Hmm, how often are they? I prefer to just do laps
but that can be impossible at times if it’s really
crowded.
Man:I know what you mean.
Woman:My last place used to post a list each week
showing when the pool is going to be quiet. Do
you do that too?
Man:Yes, we do, and there are always plenty of slots to
choose from.
Woman: Oh, that’s really helpful. Do you charge extra for
the pool?
Man:It depends on your membership, that is if you
decide to join of course. But, you’ll find the casual
day rate’s very reasonable too. It’s just £4, and that
includes access to all the amenities. It’s a lovely
pool, it looks out onto our gardens and park area.
Woman:It does sound nice, I’ll definitely come and try it
out. What about the gym, is it well- equipped?
Man:Well, there are plenty of weight machines but,
at the moment, the space is a bit limited, so there
aren’t as many exercise bikes as we’d like.
Woman:Oh, that’s what I mainly use.
237
Man:Well, we’re hoping to change that very soon, so it
is only temporary. The gym is fairly empty in the
morning and the evenings, so I’m sure you’ll get
the machines you want. Members can access all
the facilities from 7:00am.
Woman:Ok, that sounds good then, and what about the
membership fees?
Man:You can pay weekly, at the end of the month, or
for the full year. The annual fee does give you a
slightly bigger saving, but the monthly option is
the most popular I think because you can cancel
at any time. How about I send you a brochure
with the latest price list so you can decide?
Woman:That’d be good.
Man:One thing I should just mention, we’ve got some
renovations going on at the back of the building.
That means it can be a bit noisy at the moment,
but it’s to make the gym bigger, so it’ll all be worth
it eventually.
Woman:Right, I see.
Man:It’s due for completion by the end of August, they
have been working on it since February so we’re
really looking forward to getting in there!
Woman:Oh, that’s good to hear. Now, I’m also interested
in yoga, which your leaflet mentions. I don’t like
going to big classes, and it says here that the room
can only fit 10 students at a time, which sounds
ideal to me, is that still the same?
Man:Yes, and there are no plans to change that. The
teacher always says she prefers that size class as
well, because she likes to be able to help people
individually, and you just can’t do that with classes
of 20 or more.
Woman:I agree. Are there classes every day?
Man:Except for Wednesdays, yes. But I’ll just warn
you that some of her sessions tend to fill up really
quickly, Mondays and Fridays in particular.
Woman:Oh, I see, and I assume there’s an extra fee for
that?
Man:Yes, but I don’t have her current rates in front
of me. I’d suggest you give her a call, so you can
check on availability and all that?
Woman:Good idea. I want to try and persuade my
neighbour to come along with me. Can you give
me the teacher’s contact details?
Man:Yes, her name is Lyndon, that’s L-Y-N (pause)
D-O-N.
Woman:Oh, that’s my aunt’s name too but she spells it
differently. And what’s the best phone number to
reach her on?
Man:I’ll give you her mobile. It’s 0415 - 626 - triple 3
Woman:Got it, I’ll give her a call now.
Recording 2
Presenter:
Today’s guest is Bill Murphy, who worked
for the police force for over 17 years until his
retirement last week. Welcome to the show,
Bill. You’re going to tell us how to protect our
homes, is that right?
Bill Murphy: Thank you, yes, that’s right. As you say, I used
to work for the police force and I must have
seen hundreds of burglaries during that time.
Unfortunately, burglary seems to be on the
increase; the number of burglaries in our area
rose by 25% last year. What’s so frustrating is
that it’s possible to prevent many burglaries.
For example, a few weeks ago a woman called
to report a robbery at her house. It happened
at five in the afternoon while she was watching
the news on TV in a room at the back of the
house. Her son was also at home; he was doing
his homework in his bedroom when the burglar
came into the house.
Presenter:
So, how did the burglar break in without
anybody hearing him?
Bill Murphy: Well, this woman used to keep the front door
locked at all times, but when her son got older
he often went out to visit his friends after
school, so she would leave the door unlocked
whenever she was at home so he could come
and go easily. The burglar simply walked in
through the front door, which was unlocked,
and no one heard a thing. So you see, you do
need to be careful to lock your door at all times
of the day.
Presenter:
Absolutely. And what did the burglar steal?
Bill Murphy: On this occasion, the burglar came in through
the front door, picked up the woman’s handbag
and while she was watching the TV, he emptied
it out and stole her purse. The son didn’t hear
anything because he was listening to music and
working on his computer upstairs. Then the
burglar went into the front room, opened all
the cupboards and took a valuable collection
of CDs. But the surprising thing is that after
that he went into the kitchen and stole the roast
chicken the woman had cooked for dinner! So
you see, it really is important to ...
Recording 3
Sue:
Carl:
Sue:
238
Hi Carl. Have you written your assignment yet?
Hi Sue. No, I haven’t, but I’ve been trying to get
some ideas together.
What sorts of things have you been doing?
Recording scripts
Carl:
Sue:
Carl:
(Pause)
Sue:
Carl:
Sue:
Carl:
Sue:
Carl:
Sue:
Well, I’ve worked really hard for the last two
weeks and I’ve nearly finished all the books on
the reading list. I’ve made quite a lot of notes but
they’re not very structured. What about you?
I did the reading a few weeks ago, and I made
notes on the most important things. I’ve written a
rough plan this morning, and I was going to make
a start on writing the assignment today but I’ve
decided I need to read the most important parts
of the books again before I do that. I’m actually
finding it quite hard. It’s the first time I’ve ever
had to write such a long essay so I’m a bit nervous
about it.
Yes, it’s the longest essay I’ve ever had to write as
well. I find all the reading so difficult. I read five
books last week, and they all said different things!
I find the best approach is to read only the
sections that you need in order to answer the
question. You don’t usually have to read the whole
book. I’ve collected plenty of information for the
assignment that way.
That’s good advice. I’ve been trying to read the
whole of each book, and the more I read, the
more confused I get. I probably wasted a lot of
time last week.
Oh, I’ll tell you what other things I found really
helpful. When I was in the library last week, I
read those leaflets called ‘How to get the best out
of the library’ and ‘How to write assignments’.
They really helped. Have you read them?
No, I haven’t even seen them. I’ll have to get
hold of a copy; they sound very useful. I really
need some direction. I find I’m so tired at the
moment. I’ve read six articles this week but I can
barely remember what they said! In fact, I’ve been
feeling tired since I started this course!
Hmm, I know what you mean. I felt like that as
well at the start until one of my tutors told me it
was far more important to get enough rest than to
stay up late studying. I’ve gone to bed early every
night since then and I manage to concentrate for
longer during the day, so in the end I do actually
get more done. I went to bed at ten thirty last
night and I feel great.
Well, I’ve just got up and I’m already tired. I must
try going to bed earlier – at least till I’ve done this
assignment.
Yeah, it should help.
Recording 4
on January 27, 1756, the last of seven children. However,
when Mozart was born, five of his siblings had already died
in infancy or early childhood. His only surviving sibling
was his sister, Nannerl, who was five years older. Mozart’s
father, Leopold, was a composer and his grandfather had also
been a musician. Times were hard and the family had been
struggling for some time.
When she was eight, Nannerl began keyboard lessons
with her father. Mozart’s sister was extremely gifted at the
keyboard and she had been making excellent progress when
her brother, then aged three, demanded to be taught as well.
In just 30 minutes Mozart mastered the piece of music, which
his father had copied into Nannerl’s notebook. Wolfgang’s
achievement was followed in rapid succession by others. By
the time he was six, the little boy had written a composition of
his own into the notebook. And by age seven, he had taught
himself how to play the violin without ever having received a
lesson.
When Leopold Mozart saw how extraordinary his son was, he
decided not to waste Wolfgang’s precocious talents and took
him on a tour across Europe with his sister. At Linz, Wolfgang
gave his first public concert. Among the audience were some
important statesmen who were astonished and hurried on to
Vienna to spread sensational reports of what they had seen.
By the time he was 17, Mozart’s reputation had already begun
to spread through Europe and his family were richer than
they had ever been before.
Recording 5
Amanda:
Tim:
Amanda:
Tim:
Amanda:
Tim:
Amanda:
Tim:
Good morning and welcome to today’s talk on famous
composers. Today we’re going to look at the remarkable career
of Wolfgang Amadeus Mozart. Mozart was born in Salzburg
239
Hi Tim, just ringing to see if you’ve got the details
of the hockey team’s trip for next month.
Hi Amanda. Yes, I went to the travel agency this
morning. I’ve got the details right here in front of
me.
Oh, great. Well, why don’t you tell me all about it
and I’ll pass on the information to the rest of the
team.
Good, well, first of all we’re flying to Scotland.
We’ll have to get up really early because our flight
leaves at six thirty in the morning. We’re playing
four matches there, which I know sounds like a
lot but we’ll also have three days free. So, we’re
going to hire a bus and then drive through the
mountains and we’ll probably stay in some sort of
mountain lodge there.
Sounds wonderful. I hope the weather’s good.
Me too, but it’ll probably rain every day.
Still, not to worry – I’m sure we’ll enjoy it
whatever the weather. Where to after that?
From there we fly to Greece. We were supposed to
be playing five matches there but two have been
cancelled, so it’s only three now. Still, that means
Amanda:
Tim:
Amanda:
Tim:
Amanda:
Tim:
Amanda:
Tim:
Amanda:
there’s a bit of free time to do some tourist things
as well, as we now have four days free altogether.
Great. What about accommodation over there?
Well, it’s more luxurious than last year’s camping
trip, so I think everyone will be happy with it.
This time we’re staying in a small hotel near the
centre of Athens for a few days, and then we’re
going to get a boat to a couple of the islands,
although we haven’t decided which ones yet.
I’m sure we’ll have good weather there, anyway, so
lots of time for sunbathing on the beach.
Yes, I think it’ll be extremely hot there.
You’re right – we’ll probably end up wishing we
were back in Scotland! Well, we’re certainly going
to have a varied trip.
Yes. In Scotland we’re probably going to do lots of
walking and in Greece we’re going to be lying on
the beach. I imagine we’ll even get a bit of a tan.
I think it’s going to be a great trip!
Ha! Just don’t forget to concentrate on your game!
Oh, and one more thing, don’t forget that the
manager is having a party just after we get back
to celebrate the team’s great results last season,
and the best player on the tour will get a special
trophy.
Wow! Don’t worry, I’ll let everyone know.
Recording 6
Phil:
Janet:
Phil:
Janet:
Phil:
Janet:
Phil:
Janet:
Phil:
Janet:
Hey Janet, have you finished the report yet? Sarah
was asking about it.
I’m afraid not. I’m about to go to Rome for a
conference and I won’t be able to finish the report
before I go.
Oh. When do you think it will be ready?
The conference only lasts three days, so I’m not
in Rome for long – just the weekend. Then I’ll be
working on the report all next week.
Can you do it before we have the departmental
meeting at the end of the month?
Oh, I’ll easily have finished it by next Friday. I’ve
got it in my diary.
That’s great. I’ll be seeing Sarah at lunch, so I’ll
tell her.
Thanks.
Are you giving a talk at the conference?
Yes, the same one I gave last month on plant
diversity and environmental changes. By the end
of the year I will have given the same talk at six
conferences! Luckily it’s a different audience each
time, but I’ll soon be getting polite requests to do
something different! The funny thing is I still get
nervous every time before I give it.
Phil:
Janet:
Phil:
Janet:
Phil:
Janet:
Oh come on, I don’t believe that.
No, it’s true. I’ll be feeling really nervous when
I get to Rome. I won’t be able to relax until I’m
actually giving my talk. Don’t you get nervous
when you give talks at conferences?
Not really, although I always make sure I prepare
well. I always practise in front of a mirror. I look a
bit of an idiot, but no one can see so I don’t mind.
I’m giving a talk in London next month and by
the time I give the talk I’ll have rehearsed it at
least ten times. Practising like that makes me feel
confident – you should try it.
That’s a good idea. But even practice doesn’t seem
to help me.
Well, good luck, I’ll be thinking of you in Rome.
When are you leaving?
Well, I was going to leave this morning but they
cancelled my flight, so I’m on the evening flight.
Actually, I’d better get a move on, as the train to
the airport leaves in 20 minutes.
Recording 7
Sara:
Alan:
Sara:
Alan:
Sara:
Alan:
Sara:
Alan:
Sara:
Alan:
Sara:
Alan:
240
Alan! Will you help me write this advertisement
for the spare room?
Yes, we’ve got so much space. It would be great to
get some money to help with the rent.
Now, we need to make it sound inviting.
Well, the room might be on the small side but the
windows are very big so the natural light is really
nice. Few rooms have such good natural light.
Yeah, it’s a great room for working in during the
day, and it’s also got a great view of the garden.
Exactly. What shall we say about the furniture?
Well, it’s not luxurious but it is very comfortable.
The room has everything you need. Oh, except
they will need to bring their own lamp; both of
the lights in the ceiling are really old and not very
bright.
That’s true. But it has got a nice bed.
Yes, and it’s got a great wardrobe, which has even
got a few shelves for clothes as well. They will
need to bring their own mirror if they want one,
though.
Yes – there isn’t one in the room at the moment.
Now, there’s no room for a bedside table but there
is a good study desk in there.
Yes, I wouldn’t mind a desk like that myself,
actually. It’s better than mine. It’s got three
drawers – mine hasn’t got any at all.
Why don’t you put it in your study then?
Recording scripts
Sara:
Alan:
Sara:
Alan:
Sara:
Alan:
Sara:
Alan:
It’s too big. There isn’t much room in there.
I suppose not, because the desk has got shelves on
top as well. They’re really handy for putting books
on. Now, what else?
What about the location? We could say it’s close
to transport. We’re really lucky because we’ve got
the bus and the train nearby.
That’s true. And what shall we say about the rent?
Shall we ask for £50 a week or is that too little?
Well, let’s say it includes electricity and any other
household bills and make it £60. Our expenses are
bound to go up with an extra person in the house.
Yes, you’re right, I hadn’t thought of that! Now,
pass me the newspaper.
I thought you’d already read the news today?
Yes, I have, but there are lots of advertisements for
accommodation and I want to look at them before
we finish ours.
Recording 8a
Good morning, everyone. As part of the conference on
environmental awareness I’d like to talk to you this morning
about an exciting development in monitoring climate change:
Europe’s technological showpiece, Sentinel 1. Sentinel 1 is a
fully-equipped observation satellite constellation currently
composed of Sentinel 1A, B, C and D, and it is the largest,
most technologically advanced and most powerful one that
the European Space Agency (the ESA) has ever created.
The first of the satellites was launched in 2014 and is on
the trail of climate change, delivering up-to-the-minute
information about our changing environment. Seeing the
Earth from outer space highlights how tiny and fragile this
planet of ours is. Sentinel 1 helps people to understand that
and encourages us to protect our blue planet as our place
of birth, and as the ancestral home where our children and
grandchildren will live after us.
With its C-band synthetic-aperture radar instrument
Sentinel 1 is equipped with the best eyes possible and offers
everything that scientists could wish for. This unique flying
environment station follows in the footsteps of the successful
remote sensing satellites Envisat, launched in 2002, and ERS1
and ERS2, which were both launched in the 1990s.
Climate protection is a challenge for our entire society.
The ESA contributes to such endeavours and has provided
impressive scientific results in the field of atmosphere,
ozone and climate monitoring, and more. The total cost of
the Sentinel programme is 2.56 billion euros over 15 years.
Included in this sum is the development and construction of
the instrument systems as well as the cost of the satellites, the
launch and the operational costs. Each European citizen has
therefore invested seven euros in the environment or about
the cost of two cups of coffee per year. For that, every citizen
will have access to precise information about changes in the
environment including global warming, ozone depletion
and climate change. This information is absolutely essential
and long overdue as the basis for political decisions. The gas
envelope around the Earth is not determined by political
boundaries and none of our countries is able to ignore the
implications of global warming.
Recording 8b
Good morning everyone. Over the next few weeks, we’re
going to be looking at some trends that we’ve seen in physical
fitness and exercise over the last few decades and how popular
this has become in recent years. But first, I want to start by
showing just how far back formal fitness and exercise goes. In
fact, this concept has a long and complex history, which I’ll
sum up with some key highlights.
Now, I’ll admit that no one can say exactly when humans
began exercising in a formal, structured way. But we do have
some early records. The earliest of these indicate that around
2,000 B.C, so that’s over 4,000 years ago, the ancient Egyptians
did acrobatics. And we know that, for them, this was both
a form of entertainment and a sport. I think we can safely
assume that those who performed these acrobatics would
have understood that, in order to excel, they had to do some
form of training. The Ancient Egyptians were not the only
early civilization to do this. During the same period in China,
it’s believed that some people practised a form of exercise that
was a combination of breathing and fluid body movements.
So, an early form of martial art, but the oldest written texts
about this form of exercise are actually from India.
Now, let’s skip forward 1500 years to the time of the Ancient
Greeks. I’ll focus on 750 BC onwards, which is when the
first ever Olympic games took place. So, it was in Ancient
Greece that we find the first formalised physical training
programmes, which were devised to cater for the athletes
who were competing against each other. Another important
difference at this time is the use of special equipment. By this
I mean the use of something that was created specifically
as an aid to exercise. The earliest example that we would
all recognise today is the use of weights. But, rather than
the metal spheres we have now, the Ancient Greek trainers
created their version out of stone, and they made them in
different sizes to give varying degrees of resistance. These
athletes went to great efforts to achieve their success and their
training sessions were gruelling. We also know that they used
these weights not only for general resistance training but also
when running.
Exercise was so important at this time that there is a relatively
large amount of writing about it. This is often from famous
philosophers such as Plato, one of the most widely read and
studied scholars. His writing, as well as that of others tells us
how important physical fitness then was, and in fact it was
seen as a key element of the Ancient Greek culture. And they
also recognised that physical fitness had health benefits. In
241
fact, the famous physician Hippocrates wrote, ‘If we could
give every individual the right amount of nourishment and
exercise …we would have found the safest way to health.’
However, this healthy approach to exercise was not
maintained. In Western Europe, during the Dark ages, or the
Middle ages, there was almost a rejection of the idea of being
physically fit. So we don’t see a lot happening until the 1700s,
in fact 1760, which brings our next important milestone.
Up until this point, the pursuit of fitness had largely been a
solitary activity, or something that was done by only a select
few. But in Germany, this began to change when a school
introduced fitness into their curriculum and the idea was
then copied by others. This helped to turn exercise into a
more social activity, and also brought it to a much wider
audience. And by 1799, just before the end of the century, the
world’s first ever private fitness club was established. This very
much resembled what we would regard as a modern gym, in
that it had special weighted equipment for its members to use
and also provided large-scale classes.
In the 1800s, this idea expanded and grew. In the 1880s, in
Belgium, Leo Durlacher, who was also known as Professor
Attila, established his first gym in Brussels, then a second
gym in London in the late 1880s, and finally founded the
School of Physical Culture in New York in 1894. So he was a
pioneer when it comes to building an international business
model based solely around the idea of personal training. His
personal training gyms introduced several modern-day pieces
of equipment, and Attila was also one of the first proponents
of using resistance training to combat the effects of aging.
And in many respects, he laid a lot of the groundwork for
today’s gyms.
So, that’s a snapshot of…(fade)
Recording 9
Mrs Smith: Hello, you must be Chi Wen. I’m Mrs Smith, but
my homestay students all call me Lucy.
Chi Wen:
Oh, hello, Lucy. I’m very pleased to meet you.
Mrs Smith: So, how long have you been in Australia, Chi
Wen?
Chi Wen:
Well, I only arrived last month and I’m still
finding it all a bit strange, actually.
Mrs Smith: Oh, don’t worry. I’m sure it won’t take long to
settle in. If you like, I can introduce you to a
friend of mine, Yi Ling. She’s a student from
China who stayed with me last year. I know she’s
really enjoying herself here in Australia.
Chi Wen:
Oh, that would be nice.
Mrs Smith: Now, I have had a lot of students staying with
me over the years and I do have a few rules.
Chi Wen:
Oh, of course.
Mrs Smith: First of all, my husband and I want everyone to
feel at home so we treat everyone as if they were
a member of our own family.
Chi Wen:
That sounds lovely.
Mrs Smith: I cook and serve dinner for everyone at six. We
also make everyone speak English at dinner;
it’s really important to practise your English as
often as you can.
Chi Wen:
I see, that’s a very good idea. And what about
other meals? Can I cook for myself?
Mrs Smith: Yes, everyone makes their own breakfast. I do
the shopping, and I always make sure there is
plenty of food in the fridge so you can prepare
yourself a packed lunch to take to college if you
like.
Chi Wen:
Yes, I’ve noticed that in Australia you often eat
sandwiches for lunch.
Mrs Smith: Well, we often eat lunch in a bit of a hurry, so
sandwiches are very convenient. Now, do you
have any other questions about the house rules?
Chi Wen:
What about laundry? Can I use the washing
machine?
Mrs Smith: Oh, yes. I expect everyone to wash and iron for
themselves, although I can put a load of washing
on if you need me to. I will give you clean bed
sheets every week. I clean the kitchen and the
living areas myself but I expect all my students
to help out and clean their own rooms.
Chi Wen:
I have one other question. I don’t have a mobile
phone here yet. Can I use yours to make a
couple of local calls?
Mrs Smith: That shouldn’t be a problem. Just let me know
when you want to use it.
Recording 10
Good evening, everyone. As many of you know, I often travel
for my job as a rug buyer and this evening I’ve been asked to
give a talk about travelling in Europe and Asia. I’ll try to pass
on some useful advice for those of you who are planning to
travel there yourselves. At the end of my talk, I’ll be happy to
answer questions.
My first piece of advice is to work hard on your research
before you go if you want to make your trip enjoyable and
rewarding. I plan my trips very carefully for at least three
months before I leave, reading about the places I am going to
visit on the Internet and in books.
I had a very memorable trip recently, starting out in Morocco.
The city of Marrakech is an absolutely amazing place to visit
and well worth adding to your itinerary. Try to stay near the
old part of the city. There are so many historical buildings and
so much to see. The mosques in particular are very beautiful.
After leaving Morocco I took a long tiring boat ride to Turkey.
It was well worth the trip, especially if you like local crafts. I
bought a beautiful Turkish carpet in one of the villages while
I was there. The man that sold it to me spoke very good
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Recording scripts
English and he told me all about the different styles of carpet.
I was fascinated to see the extraordinary range of patterns.
keep competing, the greater are their chances of setting
new records.
I left the small mountain villages of Turkey to travel to the
huge, crowded cities of India. India is a fascinating country,
and I have always enjoyed my visits there. Everywhere you go
the people are very welcoming and friendly towards visitors.
They always seem pleased to see you. It’s easy to see why India
is such a popular destination for travellers.
One of the highlights for me on this visit was the Gujarati
Textile Museum. It was the first time I had been there. If you
are interested in textiles, this museum is really impressive,
with lots of information and some absolutely stunning
examples of Indian silk embroidery, and other fabrics.
If you’re interested in seeing wildlife I recommend travelling
in the more remote areas of the country. I was amazed at the
variety of wonderful animals which I saw on my trip and the
most incredible colourful birds with vivid blue and green
feathers. I also saw several poisonous spiders, although I have
to say that I found the arachnids rather frightening!
Recording 11
The Olympics is probably the most exciting event in the
sports calendar. It’s one of the few opportunities we get to see
some of the best athletes in the world competing against each
other. And amazingly, each year they seem to be getting better
and better. So, you might imagine that the Masters Games,
which is for athletes aged 30 and over, would be less exciting
to watch. Well, this may not be true for long because recent
studies have shown that older athletes are getter faster and
fitter.
Now, it’s true they’re not as fast as their younger counterparts,
and probably younger runners will always be faster than
older runners. However, runners aged 50 and over are
actually speeding up more rapidly than younger people. The
researchers analysed the finishing times of 415,000 runners
in the New York marathon between 1983 and 1999 and
discovered that finishers from the older group showed the
greatest increases in speed. Interestingly, women aged 60 to
68 improved the most markedly, running on average four
minutes faster each year. Men of the same age ran just over
one minute faster than previously.
We realised that if you remove all of the rubbish contained
in the harbour, then you also take away the homes of the
creatures living there. Earlier this year, with the help of the
Sydney Harbour Federation Trust, we reached a decision
to expand our study and start putting rubbish back into
particular areas of the harbour.
So far we have used things like old car tyres and rope, but
we have a plan to carry out a more detailed study to test
out a variety of artificial structures and see whether the sea
creatures in the harbour find these as attractive a home as the
rubble of the past. We’ll also catalogue the creatures living
there and the data collected from the sites will be analysed to
establish whether these artificial reefs have in fact helped to
increase the volume of fish in the harbour.
In the meantime, if you have any suggestions of other possible
sites with submerged rubbish that would be suitable for our
research, please speak to me after the lecture.
Recording 13a
Not only that, a second study proved that older athletes can
achieve the same degree of physical improvement as those in
their twenties and thirties. In other words, they are just as likely
to achieve their peak fitness as younger athletes.
Twenty-five years ago few 60-year-old men and even fewer
women would have considered it possible to complete a
marathon, let alone set record running times. The researchers
concluded that people grow weaker not simply because of
age, but because they don’t keep as active as they did when
they were younger. It would seem that the longer athletes
Recording 12
Good morning, everyone. What you can see on the screen
behind me is Sydney Harbour and it may surprise you to
learn that this horrible rubbish lying at the bottom of the
harbour was actually put there intentionally as part of a
conservation project! Now, the idea of putting rubbish into
the harbour instead of cleaning it out may seem absurd to
you, but allow me to explain. Two years ago I was involved in
a study with the University of Sydney. We were asked to try
to calculate the number of fish and different species living
in Sydney Harbour. During this study, the divers noticed
that in the areas cleared of rubbish very little life remained,
whereas the old cars and other debris lying on the sea floor
actually provided a rich habitat for an abundance of creatures
including up to twenty species of fish, crabs and seahorses
and amazing plants such as sea tulips with bright red bodies.
Deborah: Hi Joe.
Joe:
Hello, Deborah. Listen, have you had much
experience dealing with amnesia?
Deborah: Actually, yes, I have. It was a patient I had last year
when I was working in a hospital in Canada.
Joe:
Can you remember much about it?
Deborah: Well, a man was brought to us with some facial
and head injuries and he couldn’t remember who
he was, where he lived or how he came to be in
Canada.
Joe:
Were there any clues at all?
Deborah: Well, he spoke with a strong British accent so the
police realised he couldn’t be Canadian. They
took him to a language expert who said that he
could have come from Yorkshire, in England.
243
Joe:
Deborah:
Joe:
Deborah:
Joe:
Deborah:
Joe:
Deborah:
Joe:
Deborah:
The police also managed to find out that he
could speak French and Italian. But he couldn’t
remember his name, address, age or anything.
Can you imagine what it must be like to have your
whole life lost like that?
Yes, it must be awful. But do you think he was
genuine? He might have been trying to run away
from his past or something. People can do funny
things when they’ve experienced something
terrible.
Well, if he was, it certainly wasn’t the best way
to go about it, because his picture was in all the
papers and on the news. He wouldn’t have been
able to fool everybody for so long if it wasn’t true,
I’m sure. At some point he was bound to have
said something to give it away. No, I think he
really had genuinely lost his memory and couldn’t
remember anything.
He could have had a wife and children waiting for
him somewhere wondering what had happened.
Do you know if he was married?
Well, he can’t have been, because if he’d been
married, his wife would have reported him
missing.
Do you know what happened to him afterwards?
Well, apparently he’s been able to find his parents
and now he’s back in England living with them.
That’s amazing. Did you ever work out how he
had lost his memory?
Well, when he arrived at the hospital he had a
head injury and no personal effects – no wallet
or phone or anything. We assumed that he had
probably been attacked and robbed, and he must
have hit his head, resulting in the loss of memory.
It can’t be easy for his parents, living with
someone who doesn’t remember their past. They
must be having a difficult time adjusting to it all.
Well, in my experience of these cases pieces
of memory do gradually come back. He may
remember some things already, and over a few
years he’ll probably be able to remember quite a
lot. He could make a total recovery one day.
Recording 13b
If you look around any city in the world, the one common
element you will find is street after street of buildings
constructed using a man-made, grey stone. I’m talking, of
course, about concrete.
Concrete and cement have an interesting history. But I want
to start by talking about the modern-day form, because it’s
this that’s causing many of our current problems. But, first, we
need to address a common misunderstanding.
Many people who aren’t directly involved in the
manufacturing, or building industry, tend to use the words
cement and concrete interchangeably, but they’re actually
two quite different things. Concrete is the final product – the
stone we make the buildings from – and cement is one of the
ingredients needed to make it.
So, what is cement? Well, in 1824, a Bricklayer from England
called Joseph Aspdin made the first ever cement. Rather
surprisingly, he did it by burning powdered limestone and
clay in his kitchen! And, even though his early methods were
crude, in doing that, he laid the foundation for an industry
that now processes literally mountains of cement every year.
Nowadays, cement is manufactured through a combination
of materials that have the right sort of minerals and chemicals
such as calcium and iron, which are naturally occurring, and
can be found in substances like limestone, chalk, and even
shells.
To make the concrete, we take the powdered cement, combine
it with small stones, add just the right amount of sand, then
finally, water. All of this is then combined, and, the magic of
concrete is that, when it’s just mixed, it’s easy to shape and
move about. But when it hardens, it’s very strong and durable,
so it’s extremely versatile.
However, it is not all good news, especially for the
environment. The production of cement is responsible for
about 8 percent of all global carbon dioxide emissions. And,
with so much development and rapid urbanisation going on
all over the world, this is only predicted to get worse in the
coming decades. In fact, it’s estimated that by 2050 cement
production could increase by as much as 23 percent, while
studies tell us it actually needs to drop by at least 16 percent.
So, you can begin to see the issue here, and the challenge that
cement presents when it comes to combating climate change.
So, why is cement such a big problem in terms of carbon
emissions? Well, the process that was invented nearly two
centuries ago has barely changed since then. And it produces
emissions in two ways. First, through the sheer amount of
fuel required to break down the raw materials. And second,
the raw materials themselves also produce emissions. Because
there’s carbon trapped inside them that’s released during
manufacturing.
So what’s the solution? Well, industry experts say we
need alternatives to cement, and several are now under
development in labs around the world. Many cement
producers have also taken steps to improve the production
process. For example, some are looking at methods that don’t
require such high temperatures. Other companies are looking
at the mixture itself, and in particular, are trying to find ways
to reduce the amount of cement required to form concrete.
One US company employs a naturally occurring bacteria as
a binder to make their concrete bricks. Others are focused
on using materials from other industrial processes. For
example, in Australia, this is being done using by-products
from the production of steel. Other companies have installed
technology to prevent the carbon dioxide emissions from
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Recording scripts
entering the atmosphere, although systems like this can only
capture so much and so they may not prove to be feasible on
the scale needed to be effective.
But let’s go back to the history books. We began by looking
at the history of cement, but making concrete goes back
much further than that – as far back as 2000 years, in fact,
to Ancient Rome, and there’s a lot to learn from this ancient
form of concrete. Scientists recently found that their concrete
is superior to our modern-day versions, both in durability
and how environmentally friendly it is. The Romans were able
to make their concrete by combining lime and volcanic rock,
and it was especially used for underwater structures, like piers
and so on. In fact, scientists now believe that the seawater
actually helps make it stronger. Analysis of this ancient
concrete shows that it’s very stable, whereas our modern
concrete tends to break down within a few decades. Because
of this, it could be ideal for storing highly toxic chemicals.
Now, recreating this ancient concrete may not be as easy
as we think, but, if they can work out how to do it, then
modern engineers could then exploit a material that doesn’t
need reinforcements, can last for centuries, and makes fewer
carbon emissions.
Jack:
Claire:
Jack:
Claire:
Jack:
Claire:
Jack:
Claire:
Claire:
Jack:
Claire:
Jack:
Claire:
Jack:
Claire:
Recording 14
Claire:
Jack:
Hello, Jack. How much longer before you leave for
Hong Kong?
Hi Claire, it’s about a month now. Actually I could
use a bit of advice. You used to live there, didn’t
you?
That’s right. What sorts of things do you need to
know?
Well, I’ve got to find somewhere to live quite
quickly. The company are only paying for me to
stay in a hotel for one week. Will that be enough?
Yes, you should be able to find something by
then, but you’ll need to allow a bit of extra time
to get over the jet lag; there’s a big time difference
between there and the UK.
Oh, I hadn’t thought of that. What’s the
accommodation like?
Well, the rooms tend to be smaller than here but
you can get bigger places on one of the other
islands. A friend of mine rented a lovely place on
Lamma Island. The only problem was he had to
get up really early to catch the ferry to work.
What’s the transport like generally?
Fantastic! The underground system is called
the MTR and there are trains every couple of
minutes, so you don’t have to wait for ages like we
do here. You should try to use it whenever you
can. The bus system is a bit more complicated
because there are normal double-decker buses
but there are also smaller buses called ‘public light
Jack:
Claire:
Jack:
Claire:
buses’. They only stop when you ask them to so
you’ll have to learn some Cantonese if you want
to take one of those. The Star Ferry is amazing. It’s
so cheap and you get the best view of the harbour
– you really have to see it to believe it. You should
always carry plenty of loose change though for the
buses and the ferries.
The company has offered us Cantonese lessons
when I get there. Do you think I should take
them?
Oh, definitely, you must have lessons if you want
to be able to pronounce things correctly. You
don’t need to speak Cantonese in the bigger shops
but you’ll need some basic phrases when you go
shopping in the local market.
Is there anything else I need to know?
Well, nowadays you have to get a work permit
before you go. We didn’t have to worry about
those when I was there.
Yes, that’s already taken care of.
And you mustn’t dress too casually for work.
Everyone dresses really well in Hong Kong.
I’ll remember that.
Oh, and you needn’t buy lots of guide books
before you go. You can get great ones there for a
fraction of the price. Also, you ought to take lots
of passport photos with you. You’ll find you need
lots to fill in any application forms.
Great! I’m getting pretty excited now.
I’m not surprised. Oh, one last thing ...
What’s that?
You must invite me to visit you!
Recording 15a
Interviewer: So, Mr West, what does the future hold for
Angleside?
Mr West:
Well, we’ve just announced our future plans for
the company.
Interviewer: And how many jobs will have to go?
Mr West:
We’ll be losing 100 jobs here in Swindon, and
another 50 jobs will go from our Birmingham
branch. However, we’ll be offering voluntary
redundancy and early retirement and hope to
cover most of the job losses this way.
Interviewer: And what has led to this situation? Are these
cuts a result of Angleside’s poor performance
over the past five years?
Mr West:
No, the company hasn’t been doing badly. This
has nothing to do with the figures; it just makes
good business sense.
Interviewer: So are you saying that your figures are not the
basis for this decision to cut jobs?
Mr West:
Absolutely. We decided to change the way we
operate our business two years ago.
245
Interviewer: So are you confident that the company will
continue to operate into the future?
Mr West:
Yes, of course. We are completely confident
about this.
Interviewer: And how are you going to deal with the
discontent of your workforce over this
announcement?
Mr West:
We will do our very best to make things as easy
as possible for our employees.
Interviewer: Well, we’re out of time. Thank you very much
for answering my questions.
Mr West:
Thank you.
Recording 15b
At local company Angleside, up to 150 employees will
lose their jobs. Christopher West, the Managing Director,
announced they would be offering voluntary redundancy
and early retirement and hoped to cover the job losses in this
way. I asked Mr West if these cuts were a result of Angleside’s
poor performance over the past five years but he denied that
the company had not been doing well and said that the job
losses have nothing to do with the figures. West claimed that
they decided to make changes two years ago. He assured me
that the company would continue to operate in the future and
promised to do his best for the employees.
Recording 15c
Rosie:Hi Steve, are you ready to plan our tutorial about
the use of solar power towers as an alternative
energy source?
Steve:Yep, I’ve brought all the notes I’ve got so far.
Rosie:Great. I’m glad we got solar towers. I spent ages
in the library yesterday looking at some of the
materials the tutor suggested. It was so much
more interesting than I expected.
Steve:Yeah, thankfully! And there was a lot I didn’t
know.
Rosie:Same here. I had no idea it wasn’t a modern
concept for a start.
Steve:Yeah! Rather than getting straight into the science
of solar towers, I thought we could begin with the
history, actually, and show the one Leonardo da
Vinci designed.
Rosie:Maybe. The modern ones operate quite differently
though, don’t they?
Steve:I suppose. Is it better to talk about the special
mirrors that they use to capture more sunlight,
and how the light’s converted into energy?
Rosie:Hmm, I really don’t know if we should spend
much time on all that.
Steve:Okay. But I don’t want to be marked down if they
say we should’ve at least mentioned it.
Rosie:The tutor mentioned that Peter and Sue did a
similar topic last term. I’m seeing them later so
why don’t I check what they did?
Steve:Ok. In the meantime, I’ll draw up a basic diagram
showing all the main parts just in case.
Rosie:Brilliant. We’ll need to be ready to answer any
questions like that at the end anyway.
Steve:I agree.
Rosie:What about the different types of towers? From
what I can gather, they’re mainly water-based and
salt-based aren’t they?
Steve:Actually, I’m not really sure, I mainly looked at
older water-based towers that use steam. I’m pretty
confident about those, less so with the newer salt
ones, and my notes won’t be much use, the stuff
I’ve got isn’t very current. I think I read somewhere
that they’re supposed to be more efficient?
Rosie:Hmm, my notes won’t help either. I got a bit
carried away with other details, like the impact
they might have on the environment and on
insects.
Steve:I guess we need to look into the difference some
more then.
Rosie:Agreed. Now, we need to be able to talk about the
main disadvantages too. I listed a couple of things.
Firstly, solar towers are very expensive to build.
Steve:Well, it is a big investment. But I think we can
show that the costs should eventually pay off. The
biggest limitation for me is the fact that so much
land is needed. There are so many areas where it
just wouldn’t be feasible to build one.
Rosie:That’s true. I can’t see how they’d ever be able to
replace fossil fuels entirely because of that. What
about heat loss from the towers? I read that can be
an issue.
Steve:Yeah, but I really only found one critic who
thought it was a serious problem.
Rosie:Okay.
Rosie:Shall we go through some of the solar tower
projects around the world we both found? That
might help us to choose what to focus on next.
Steve:Good idea. The first one I looked at was in
Morocco.
Rosie:Oh, I think I missed that one. What sort of
features would you highlight?
Steve:Well, it’s supposedly the biggest in the world at the
moment. Not in terms of the height of the tower,
but in terms of the total area. It’s spread over 1500
acres. I found a pretty impressive aerial shot too.
Rosie:That sounds good. Especially if you can show
the scale like that. I like the tower in Spain. Just
because it has a bit more history, I suppose. It’s the
oldest solar tower to be built and operated on a
commercial scale.
Steve:Yeah, I think they started it in 2004 and it’s still
supplying energy now, isn’t it? I imagine it’s not
246
Recording scripts
quite as efficient as the newest ones, but definitely
worth mentioning. We should probably also
mention some that have been shut down and why.
Rosie:Oh, like the one in the U.S?
Steve:Yes. Apparently, it was going to be the first
to store power as molten salt, but they had a
problem with the storage tanks and it just became
too costly to continue.
Rosie:Yeah. But I suppose that with it being an early
prototype, there were bound to be issues.
Steve:Hmm, who knows. I also read about one in
Sweden that might be interesting to talk about?
Rosie:Yeah? I imagine it’s quite different to the others.
The ones I researched are mostly in desert areas.
Steve:Yeah. Their aim is to be able to provide heating
for the local area during the long winter months,
so the first test site needed to be pretty close to
the city.
Rosie:Interesting. It would be nice to include something
really different like that. I’ve got details on one in
South America that might contrast nicely with
that one. It’s in a really remote area, and I’ve got
a video of the engineers raising the 220-meterhigh tower, I think they managed 5 meters an
hour, so it took about a week for them to get it in
place. It’s the first time that technique’s been used,
apparently.
Steve:Hmm, would be nice to use some video if we
have time. The last one I’ve got is in Cyprus. It’s
another of the steam-based ones I found. I guess
the only interesting thing to say about it is that it
powers a nearby fruit juice factory.
Rosie:Well, I guess it might help to show the
commercial uses then? Seems like we’ve got a few
to get on with. Why don’t we get a coffee and…
(fade)
Recording 16
Presenter:
Freya:
Presenter:
Freya:
Presenter:
Freya:
Good afternoon, and welcome to Education
Today. This afternoon Freya Smith tells us about
her diploma course in animal management.
Welcome, Freya.
Thank you.
Now, tell me, Freya – was animal care something
you always hoped to do?
Oh, yes, absolutely. I’ve always been interested in
working with animals and during my last year at
school I decided to do an animal management
course.
Right, and was it difficult to find the right
course?
No, not really. I chose to study at Fairfield
College because it’s got a good range of animals
and everyone’s really friendly.
Presenter:
Freya:
Presenter:
Freya:
Presenter:
Freya:
Presenter:
Freya:
Presenter:
Freya:
So, tell us a little about the course.
Well, we get a lot of practical experience and
there’s also a lot of theory, but not so much that
it’s boring. I want to learn to manage the animals
and the business side of it. The course is only
three days a week, so I’ve already started working
part-time at a pet shop.
That must be interesting.
Yes, it’s quite a varied job. My favourite job is
feeding the animals. Some people rush through
this but I prefer taking time so I can get to know
them. In fact, I like having the chance to hold
them. I don’t even mind cleaning them out.
And have you been pleased with the course so
far?
Oh yes, it’s been everything I expected it to
be and more, really. We’ve practised handling
animals and they’ve let us treat some minor
problems, like removing splinters from paws.
They make us handle all kinds of animals
including spiders and snakes, even if we don’t
want to. At first I didn’t want to touch the snakes,
and I remember feeling really scared, but they
let us take it slowly, and taught us exactly how to
hold them. As long as you remember to do it the
way you’ve been taught, it’s fine. I still don’t like
holding them, but I’m not scared any more. This
course has taught me to respect all animals and
overcome my fears.
What has been the most useful thing you’ve
learned so far?
Learning about the behaviour of dogs on the
course has helped me understand my own dog
better. Before, if I heard him bark, I just told him
to be quiet. Now, I stop to think about why he’s
doing it.
And what do you hope to do when you’ve
finished?
Well, I was thinking about doing another course
when I finish, but now I’ve decided I’m going to
stop studying for a while and go out to work. I’d
really like to work in either a zoo or a safari park.
Recording 17
Father:
Simon:
Father:
Simon:
247
Simon, do you have time for a little chat?
Sure, Dad.
I just wondered if you’d thought about what
you were going to do with the money your
grandfather left you?
Well, I have started to give it some thought. It’s
quite a lot of money so I want to make sure I don’t
just waste it. I had thought about leaving it in the
bank for a while.
Father:
Simon:
Father:
Simon:
Father:
Simon:
Father:
Simon:
Father:
Simon:
Father:
Simon:
Well, unless you invest it properly, you won’t earn
much interest and it may lose value over time.
Yes, but if I invest it, I won’t be able to access the
money quickly when I’ve decided what to do with
it, will I?
Well, what sort of thing would you like to do?
Well, at first I thought about taking a trip around
the world, but if I went travelling, I’d lose a year of
study and I wouldn’t have any money left over for
anything else.
Very true. If you were to spend a year travelling
around the world, you’d probably need an awful
lot more money than this!
Right, so the other thing I wanted to do was buy a
car.
Do you think that’s a good idea? It’s not just the
initial cost of the car you have to consider, you
know. If you own a car, you also have to pay for
insurance and road tax every year and then there’s
the petrol …
Yes, Dad, but I’m planning to get a part-time job
as well and it would be great if I could drive to
work instead of travelling on the bus, especially if
I have to work late at night.
I still think you should think about investing
some of your money for the future.
But I’m scared that if I invest it, I might lose it all
when the stock market goes down.
Well, it’s best not to look at it like that. You won’t
lose any money provided that you think of it as a
long-term investment. Now, I know you want to buy
a car but as long as you get a second-hand one, you
should still be able to invest some of the money as
well. That’s what I would do if I were you.
But Dad, there’s this fantastic new car that I’ve
seen ...
Recording 18
Anna:
Simon:
Anna:
Simon:
Anna:
Simon:
Hi Simon, how are you? How is your new car
going?
Oh, don’t ask me, Anna. It’s a nightmare! I should
never have bought it!
Why? What’s wrong? I thought you’d got one of
those fancy new models?
I did, but that’s part of the problem. If I’d bought
a second-hand car, I wouldn’t have taken out this
big bank loan I’ve got now.
Oh, so I suppose you’ve got big repayments to
make?
Yes, and I can’t sell the car until I’ve paid for it.
But it’s not only that. I had no idea running a car
was going to be so expensive! I wish I’d thought
about the other costs before I bought it.
Anna:
Simon:
Anna:
Simon:
Anna:
Simon:
Anna:
Simon:
Anna:
Simon:
It probably wouldn’t be so bad if the price of
petrol hadn’t almost doubled last month.
Don’t remind me – the petrol alone is costing me
a fortune!
Lucky you’ve got that part-time job then!
That’s just the thing. Nearly all of my wages are
going on the car. If I’d waited a bit before buying
the car, I’d have managed to save quite a bit by
now. I might even have gone on that college trip
last week; it sounded great.
Oh, dear. Can’t you ask your dad to help you out?
No way! When my granddad left me some money,
my dad didn’t want me to spend it on a car. If
only I’d listened to him, none of this would have
happened! I wish he wasn’t always right!
Well, maybe you should value his opinions more.
You do seem to argue with him a lot. If you got
on better with him, you might have listened to his
suggestions.
The worst thing is, Dad wanted me to buy some
shares with the money and now they’ve gone up
by thirty per cent. I should have listened to him.
If I’d taken his advice, I’d own a small fortune now
instead of a big debt!
Oh, Simon, you poor thing. I wish I could help
you but I have even less money than you. At least
you have a car!
Oh, don’t say that! I wish I’d never bought the car!
If it weren’t for the car, I’d have no money worries
now.
Recording 19a
Interviewer: Come in, Sarah. I do apologise for keeping you
waiting. Would you like a cup of tea or coffee?
Sarah:
That’s very kind of you, but I’m fine, thanks.
Interviewer: Now, I just want to run through a few questions
with you. Firstly, why have you applied for this
course?
Sarah:
Well, I’ve always been interested in teaching
and I’ve just finished my first degree at
Stamford University, so I’d like to gain a
teaching qualification.
Interviewer: Right, and can you explain your reasons for
choosing our college specifically?
Sarah:
Well, that’s easy. My brother lives in the city and
I’m hoping for a place on this course because
then I’ll be able to share a flat with him.
Interviewer: Oh, I see. So there isn’t anything about our
course that attracts you?
Sarah:
Oh, I didn’t mean it like that. I was really
impressed with the description of the course in
your prospectus. I haven’t applied to the other
university in the city because their course didn’t
appeal to me as much.
248
Recording scripts
Interviewer: That’s interesting. Can you say a bit more about
what interests you about this course?
Sarah:
Well, I like the structure of it and the fact that
all the focus in the first term is on theory. I like
the idea of learning about teaching before being
asked to do it. Do you see what I mean?
Interviewer: Yes, and it sounds like a good reason to apply
for our course. Have you talked to anyone who
has done this course?
Sarah:
Yes, my friend did it last year. She warned me
about all of the hard work! But that’s OK, I
expect to work hard.
Interviewer: Excellent! Now, do you have any concerns
about the course?
Sarah:
Well, I must admit there are some aspects of the
course that I’m a bit scared of.
Interviewer: Oh, what are they?
Sarah:
Well, you can see from my application form
that I’m not very good at maths. Will that cause
me any problems?
Interviewer: That’s very honest of you, but there is no need
to worry about that. It’s not important for this
course.
Sarah:
Oh, that’s a relief. But the thing I’m most
worried about is the classroom practice.
Interviewer: Well, most people are frightened of being in
front of a class for the first time, but the tutors
will help you to feel more confident.
Sarah:
I haven’t had any real experience of teaching
and I’m worried about not being able to control
a class, and the pupils being rude to me. If they
shout at me in class, I’m not sure what I’ll do.
Interviewer: That’s a common worry but you will be taught
how to deal with those things by the tutors on
the course. In the end, of course, you have to
take responsibility for what happens in your
classroom, but you will be much better able to
cope after training.
Sarah:
Well, that makes me feel a bit better. Thanks.
Interviewer: Right, well, I don’t want to make you late for
your train. Thank you for coming and we’ll be
in touch soon by email, if that’s okay.
Recording 19b
Hello everyone and welcome to Greenville community centre.
Thank you for coming! It may seem a strange topic on a day
when the sun is shining, but, today we’re going to be talking
about storms! I’ll start with a few local issues.
Our little town is, as you know, quite remote. Although there
are a couple of similar sized communities only 25 kilometres
away, emergency service vehicles have to drive 500 kilometres
to reach us from the nearest large town. At the moment that
can mean a wait of up to ten hours before help arrives. And
I want you to know that we’re working on finding a way to
reduce that as soon as we can.
Last month, 10 new volunteers were added to our fire service
thanks to the recruitment drive we had. And I believe the
training is going really well. And, thanks to the arrival of Dr
Jones earlier this year, we now have our own surgery, so you
no longer have to drive to Hawksville if anyone gets sick,
which is great. As our community is expanding, we’re hoping
to be able to get a local chemist so you can fill prescriptions
right here, and I am hoping for some good news about that in
the coming months.
Now, last summer, we had a series of bad storms that caused
us a few problems. We lost road access when the high street
was cut off by the river flooding its banks. Thankfully, it was
opened up again within a few days. We were fortunate in that
all our homes remained intact and the only structural damage
we had to deal with was when a branch fell off the big old fig
tree onto the roof of the church hall. But we need to do what
we can to prevent this sort of thing from happening again.
That brings me to what I really want to talk to you about
today. The National Weather Bureau has been in touch about
an exciting new project that they want to run from the weather
station down south, at Coopers creek. Now, thanks to the huge
radar that they set up over there a few years ago, they already
provide a pretty good early warning system. But the plan is to
make sure it gives the public even more information and also
lets us know even sooner when to expect a big storm front to
hit, so we can really be prepared for it.
In the meantime, the weather bureau need our help. They’ve
asked us to set up a group of volunteer storm spotters to
pass on data to them. So, what are the general duties of a
storm spotter? Well, you don’t have to be particularly skilled
at anything. Quite simply, as soon as possible after a storm’s
passed, you go to their website and fill in a report. It’ll ask
you to do things like rate the severity of the storm. Now, we
need to be able to learn from this. To help gauge the possible
impact a storm of the same size might have the next time it
arrives, and to build up a map of affected areas, they want
you to report on the location of any local damage. And it can
help to keep an eye out for reports in the local newspaper for
information to file as well.
So, what sort of weather do you need to report? Well, they
don’t want to hear about every single storm, only the ones
that bring some unusual conditions. That means you don’t
need to contact them just because there’s hail, you only need
to bother if the hailstones are two centimetres in diameter or
bigger. And they do want to know about high winds, but only
if they’re strong enough to be bringing down trees and so
on. So, you do need to use some common sense. They’d also
like to hear about very heavy rainfall but, again, it’s not about
how many centimetres we get, so only report it if it’s causing
problems, such as flash floods. And it’s really important to
249
stay safe, so you’re asked not to go chasing storms, we don’t
want anyone struck by lightning or anything like that.
who lives close by, or you may have a neighbour
that you can rely on.
So, what do you need to do to become a storm spotter? Well,
we’ll be running a taster session next month. If you do decide
to sign up, there’s no formal application process or anything
like that, but you will need to complete a training session.
That’s all done online and it’s fairly basic but it’s important
everyone completes it before the storm season begins. Once
you’re on board, you can register with the Spotter network if
you like, that’s where you can keep in touch with spotters in
other regions, but it’s not a requirement. So, if you want to get
involved then you’ll need to talk to Sergeant Phillips at the
police department, who’s coordinating this for us. This really
is important for our community, and we’re hoping to get a lot
of support. Thank you.
Another possible problem is having your home
burgled while you are away. Now, there are often
very good reasons why one house is burgled and
another is not. In the evening, a home that’s very
dark can really stand out. So why not install lights
which have a timer and program them to come
on at times when you would normally be home?
Also, make sure you find someone who can collect
your mail for you. You’ll be amazed how quickly a
letterbox can become crammed full of uncollected
letters and papers, which is a great help to a
burglar looking for homes that are empty!
Recording 21
Recording 20
Student:
Presenter: Good morning, listeners! The holiday season is
here and this is the time when many of us plan
to get away from it all, but what about the home
you’re leaving behind? Well, please welcome Mike
Bowers, who is going to talk about how to look
after your home when you are travelling.
Mike:
That’s right, Matthew. Whether you’re a person
whose job involves a lot of travel or whether you
travel for pleasure, you really need to consider
who will look after your home when you are away.
Woman:
Student:
Woman:
Student:
Woman:
Student:
Now, some people seem to think it’s just a matter
of locking all the doors and windows, which is fine
as long as there are no nasty storms while you are
away. If you’re going to be away during a stormy or
windy season, then you also need to take a good
look outside your home. Perhaps you live in an
area where there are a lot of tall trees, in which case
you will need to cut off any dead branches that
overhang your property.
Woman:
Do you have a garden or, if you live in a block
of flats, perhaps you have a balcony or veranda?
If so, make sure you store away any objects that
could become damaging missiles if picked up
by strong wind, things like outdoor furniture or
even plants, for example. These can be especially
dangerous if you live in a flat which is in a large
high-rise building.
Woman:
Once you’ve taken care of the outdoors, you
have to consider what could go wrong inside.
Remember this isn’t just a house or a flat; this is
your home, the place where you keep your most
treasured possessions. What would happen to
them in a flood, for instance? If you’re leaving
for an extended period of time, the best idea is to
find someone that can check on your home while
you’re away. Perhaps you have a family member
Student:
Woman:
Student:
Student:
Woman:
Student:
Woman:
Student:
Woman:
Student:
250
Excuse me, can you spare a few minutes to answer
some questions?
Umm, yes, I suppose so. What’s it for?
I’m doing a survey about people’s shopping habits
for a university assignment.
Oh, all right then.
Great. First I need to ask about your household.
Do you live alone?
No, I live with my family – my husband and three
children.
And how many times a week do you do the food
shopping?
Well, I usually do my food shopping once a week
at the supermarket.
Do you usually shop alone or with someone else
in your family?
Oh, I always do it on my own. If I go with the
others, they always put too many things in the
trolley and it costs me a fortune!
Right. And do you always shop at this
supermarket?
Yes. It’s very close to my house so it’s very
convenient.
And do you tend to do the shopping on the same
day of the week?
Yes, actually I always do the food shopping on
Thursdays because I work Monday to Wednesday
and there are fewer people in the supermarket on
Thursday than on Friday.
Great. Finally, would you ever consider using a
computer to buy your shopping online?
Well, I did try it once but I didn’t like it.
Can I ask you why not?
Well, what I like is being able to see the products
and walking around the shop, and maybe buying
things that aren’t on my shopping list, you know.
You can’t do that on your computer, can you?
No, I suppose not.
Recording scripts
Recording 22
Jack:
Student 1:
Jack:
Student 1:
Jack:
Student 1:
Jack:
Student 2:
Jack:
Student 2:
Jack:
Student 2:
Jack:
Student 2:
Jack:
Well, firstly, welcome to the university. My name’s
Jack Dawson and I’m president of the students’
union. I’m here to answer any questions you may
have about university life. Would anyone like to
start?
Er, yes, I’m not sure how to get a library card.
Ah, yes, that’s very important. You need to go to
the reception at the library and they’ll give you a
form to complete. You’ll also need to have your
photo taken for the card.
I’ve already got a passport photo. Can I use that?
Yes, in which case just give them your photo with
the filled-in form and they will do the rest.
I’m keen to start using the library as soon as
possible. Do they process applications quite
quickly?
Oh, yes. All applications are processed on the spot
so they’ll be able to issue you a card straight away.
Now, are there any other questions?
Can you explain a little bit about the students’
union? I’m not really sure what it does.
Well, the students’ union is a group which
represents your views to the university.
So, does the university run the students’ union?
No, the union is run by students, seven students
to be precise, who are called the executive
committee.
And how do you choose the executive committee?
Well, the executive committee is chosen by the
students through an election process.
And what exactly do they do?
Well, the students’ union is responsible for many
of the extra facilities around the campus that are
not related to study. We run the restaurants and
entertainment and the sports facilities, which are
said to be among the best in the country. So if
you think any of these facilities need improving
around the campus, or if there are other services
you think we need to provide, then please come to
one of our union meetings and make a suggestion.
Now, any other questions? Yes, at the back ...
Recording 23
Fish has long been a staple food in many cultures, but there
has been some controversy recently about the benefits and
risks of fish consumption. For example, we know that fish
supplies us with polyunsaturated fatty acids, substances that
have been found to protect against heart disease. Moreover,
because it is beneficial to the development of the brain, in
many cultures fish is known as a ‘brain food’. However, recent
studies have shown that fish can also contain mercury, which
is poisonous in large doses and has been linked to lower
intelligence. As a result, people are unsure whether to increase
or decrease the amount of fish they eat.
We recently undertook a project to evaluate the health advice
currently being given about fish consumption. Although
this work was supported by grants from the Fisheries
Scholarship Fund, this did not affect the research findings
or interpretations of the results. We discovered that, in
spite of the literature available on the risks and benefits
of fish consumption, there are still important gaps in this
information. Despite these gaps, however, decisions about
how to advise people on fish consumption should be made
based on what we know now.
Firstly, in terms of heart disease, it has been shown that
consuming even small quantities of fish can lower your risk
of heart disease by 17%. Secondly, consuming fish is known
to have a beneficial effect on brain development. Finally,
although exposure to mercury through eating fish can have
a negative effect on IQ levels, the effects that have been
observed are relatively small.
To sum up, it would seem that the health benefits of eating
fish outweigh the risks.
Recording 24
Tutor:
Tina:
Tutor:
Nick:
Tutor:
Tina:
Nick:
Tina:
Nick:
251
Well, today’s topic for debate is ‘home schooling’.
And the question we’re asking is, ‘Is it better for us
to educate our children at home rather than send
them to school?’ What do you think, Tina?
Well, I was educated at an ordinary school and
I don’t have any regrets. Personally, I feel the
teachers did a really good job and that I have
benefited from the experience.
What about you, Nick?
Well, I’m a bit like you, Tina. I went to a normal
school and, fortunately, I had a great experience
there. Mind you, I can see that being educated
at home would be good for some children.
There was a boy in my class who was bullied
by some older boys, and I think he must look
back at his school days and feel really bad. If he’d
been educated at home, he’d probably feel quite
differently. But, in general I don’t think it is a
good idea.
So, do you know of anyone who was homeschooled?
Yes, a girl on my course was taught at home by
her mother.
Surely her mum can’t know enough to teach her
everything? She must have missed out on a lot of
subjects!
Actually, she believes that she received a better
education as a result.
Frankly, I’d be totally bored staying at home all
day.
Tina:
Nick:
Tina:
Nick:
Tina:
Nick:
Well, according to my friend they did lots of fun
things like going out for walks and looking at
nature and going to the theatre to see literature in
action. I can see the benefits of that.
Yes, but what about the social aspect? Doesn’t
your friend feel she missed out on making new
friends?
No, I don’t think so. Apparently there’s a network
of parents who teach at home, and they have clubs
where their children meet and that’s how they
made friends.
Yes, but it’s likely that those people will be very
similar. I doubt that they met many people from
different backgrounds and cultures, which in
many schools it is possible to do. In my opinion
that’s a disadvantage.
Yes, I think that’s a good point. But, unfortunately,
schools do seem to be more overcrowded and
less well-funded these days and I can see the
advantages of home education in terms of the
quality of education. That’s certainly the way
my friend felt. Mind you, I do think she finds it
hard to interact in large groups of people. And,
interestingly, she doesn’t have a great relationship
with her parents these days. Perhaps she had
enough of them as a child!
Well, anyway, I’m glad that my parents didn’t
educate me at home. Some of my best friends
today were friends I met at school.
Recording 25
Julie:
252
When I was a teenager I was stung by a bee. For
most people, that’s not much of a problem – it just
hurts a lot. But I reacted really badly to it. I ended
up having to go to hospital where they gave me
an injection to stop the reaction. What happened
was that I trod on a bee that was crawling along
the floor in the kitchen – it was summer and I was
barefoot. My first feeling was, ‘Ow – that hurts!’
Then really quickly my foot began to go red and
swell up. It just got bigger and bigger. It itched
a bit too. I was really surprised by how much it
hurt. Then it got even scarier because I began
to find it difficult to breathe and kept coughing.
Luckily my mum was there and she said, ‘Right–
you’re going straight to hospital!’ It was quite near
our house, but she drove really fast. I was given
an injection and soon recovered, but I have to be
really careful now in case I get stung again.
Appendix 1: Irregular verbs
A Context
Verb
Past Listening
simple
Past participle
A Context
Verb
Past Listening
simple
Past participle
be
beat
become
begin
bend
bet
bite
bleed
blow
break
bring
build
burn
burst
buy
catch
choose
come
cost
creep
cut
deal
dig
do
draw
dream
drink
drive
eat
fall
feed
feel
fight
find
fly
forbid
forget
forgive
freeze
get
give
go
grow
hang
have
hear
hide
hit
hold
hurt
keep
kneel
know
lay
lead
lean
learn
leave
let
lie
light
lose
make
mean
meet
pay
put
read
ride
ring
rise
run
say
see
sell
send
set
shake
shine
shoot
show
shrink
shut
sing
sink
sit
sleep
slide
smell
speak
spell
spend
spill
split
spoil
spread
spring
stand
steal
stick
sting
strike
swear
swell
swim
swing
take
teach
tear
tell
think
throw
understand
wake
wear
weep
win
write
was/were
beat
became
began
bent
bet
bit
bled
blew
broke
brought
built
burnt
burst
bought
caught
chose
came
cost
crept
cut
dealt
dug
did
drew
dreamt
drank
drove
ate
fell
fed
felt
fought
found
flew
forbade
forgot
forgave
froze
got
gave
went
grew
hung
had
heard
hid
hit
held
hurt
kept
knelt
knew
laid
led
leant
learnt
left
let
been
beaten
become
begun
bent
bet
bitten
bled
blown
broken
brought
built
burnt
burst
bought
caught
chosen
come
cost
crept
cut
dealt
dug
done
drawn
dreamt
drunk
driven
eaten
fallen
fed
felt
fought
found
flown
forbidden
forgotten
forgiven
frozen
got
given
gone
grown
hung
had
heard
hidden
hit
held
hurt
kept
knelt
known
laid
led
leant
learnt
left
let
253
lay
lit
lost
made
meant
met
paid
put
read
rode
rang
rose
ran
said
saw
sold
sent
set
shook
shone
shot
showed
shrank
shut
sang
sank
sat
slept
slid
smelt
spoke
spelt/spelled
spent
spilt
split
spoilt
spread
sprang
stood
stole
stuck
stung
struck
swore
swelled
swam
swung
took
taught
tore
told
thought
threw
understood
woke
wore
wept
won
wrote
lain
lit
lost
made
meant
met
paid
put
read
ridden
rung
risen
run
said
seen
sold
sent
set
shaken
shone
shot
shown
shrunk
shut
sung
sunk
sat
slept
slid
smelt
spoken
spelt/spelled
spent
spilt
split
spoilt
spread
sprung
stood
stolen
stuck
stung
struck
sworn
swollen
swum
swung
taken
taught
torn
told
thought
thrown
understood
woken
worn
wept
won
written
Appendix 2: Phrasal verbs
These are some useful phrasal verbs. Many phrasal verbs have more than one meaning. Check them
in a good dictionary before using this list.
account for
act as
agree to
aim at
allow for
amount to
aspire to
attribute to
base on
be into
believe in
belong to
break down
bring about
bring back
bring in
bring out
bring up
build up
call for
call off
call on
care for
carry on
carry out
catch up
cater for
check in
check out
cheer up
clear up
close down
come about
come across
come along
come around
come back
come down
come from
come out
come up
come up against
come up with
consist of
count on
cut down
deal with
depend on/upon
dispose of
do up
do without
draw up
eat out
engage in
enter into
even out
fall apart
fall back on
figure out
fill in/out
find out
finish off
fit in
focus on/upon
get across
get at
get away with
get back
get in
get off
get on
get out of
get round to
get through
give away
give back
give in
give up
go back
go down
go into
go off
go on
go over
go through
go together
go up
hand in
hand out
have (got) on
head for
hear from
help out
hold on
hold on to
hold up
join in
keep from
keep on doing
keep up (with)
lay off
lead to
lead up to
let down
let off
live on
live up to
look after
look ahead
look at
look forward to
look into
look up
make up
make up for
miss out on
name after
name for
pass on
pay back
pick out
pick up
play down
point out
put aside
put forward
put off
put on
put up
put up with
refer to
relate to
result in
rule out
run out
254
see through
see to
send (off/away) for/to
send out
set aside
set out
set up
settle down
settle into somewhere
sort out
speak out/up
stand by
stand for
stand up to
start afresh
start over
stay out of
stick at
stick out
stick to
stick together
sum up
switch off
take after
take away
take down
take in
take off
take on
take out
take over
take up
think about
think of
think over
throw away/out
try out
turn into
turn out
turn to
use up
wake up
work at
work out
write up
Tracklist
A Context Listening
Recording track
A Context Listening
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25
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255
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